立场反思:教育学与哲学和科学的对话

Reflection on the Pedagogical Position in Dialogue with Philosophy and Science

从某种意义上说,教育学是在与哲学等相关学科的对话中成长起来的,它先后经历了“亲哲学”和“亲科学”阶段,而今正在走向“事理知识”时期。对话使教育学从马克思主义哲学、自然科学及系统方法论、人本主义哲学思潮、分析哲学、现象学、解释学及后现代思潮的理论与信仰中汲取了丰富的思想资源,使自己的知识形态、话语方式和思维方式发生了转变,同时也使自己的学科立场摇摆不定。当学科之间的交叉、渗透和融合日趋强烈并使学科之间界限日趋模糊之时,意识到并坚守自己特定的学科立场,是教育学区别于其他学科的重要标识,也是证明自己存在合理性的根本理由。

In a sense, pedagogy has grown up in its dialogue with other interrelated discipline such as philosophy. It stepped from ＂pro-philosophy＂ to ＂pro-science＂, and are making for the stage of inquiry for ＂knowledge about action-logic＂. In the course of dialogue, pedagogy has drawn on plenty of resources in thought from the theories and belief embedded in Marxism, methodology of natural science and system science, Humanism, Analytical philosophy, Phenomenology, Hermeneutics and Postmodernism. In a result, Pedagogy has changed its form of knowledge, way of discourse and thought, with its position of discipline blowing hot and cold. As the increasing intersection, penetration and inosculation tend to make the boundary between disciplines illegible, and different disciplines have mutual reference, overlap and share in knowledge, issues and method, awareness of and insistence on the position of discipline peculiar to pedagogy, are the significant mark in which pedagogy is different from other disciplines, as well as the fundamental reason for justifying its rationality.