“自在”与“自为”之间——论教育理论对教育实践作用的“潜在”品质

Between "In Itself" and "For Itself" On the Latent Quality of the Effect of Educational Theory upon Practice

一直以来,教育实践似乎青睐于教育理论与教育实践相生式的"同在"观念,然而,二者间的这种"同在"的现实表征很多时候只是冰山一角,而教育实践冰山下面的巨大的理论支撑的存在却并不为所见,而这种"无"恰恰就是教育理论对于教育实践的巨大支撑性的"潜在"。而太多的时候它却被理论者和实践者误读为自在的"不在"。事实上,这恰恰是教育理论对教育实践发生作用时的一种自为的"潜在"品质,也是教育理论所固有的作为一种"整合中"的存在的常态,它亟需教育理论者和实践者去正视。

For a long time, we have been clinging to the dominant concept of coexistence of educational theory and practice although it＇s only a small part, and we have not seen the larger part of the great educational support to the practice . However it＇s exactly this kind of nonexistence that is reagrded as the educational theory＇s latent support to the educational practice, which has long been misinterpreted as nonexistence by both theoreists and practitioners. As a matter of fact, this is exactly the latent quality of the effect of educational theory upon educational practice, and the normal state of educational theory when integrated, which both educational theorists and practitioners must treat seriously.