从知识的教育学到实践的教育学

From sciential pedagogy to practical pedagogy

哲学化和科学化是自夸美纽斯以来教育学发展的两条路径,由此形成了思辨决定论、自然决定论和社会决定论三种教育学知识体系。其共同特点是其所试图建立的学科体系与教育活动本身相悖,教育学知识的价值取向迷失。要改变这种状况,就要消解教育学知识的抽象性和唯我性,把目光投向更为丰富多彩的教育实践。这个转向是对现有教育学研究中心课题及一系列相应的研究理路、思维方式的根本性转换。面向实践的教育学要关注生活的价值,由对教育活动及人的成长的外在原因的说明,转为对人的内在的自我批判意识的唤醒和对现实教育的批判和反思。

Philosophicalization and scientification were two approaches of pedagogy development since Comenius, and thereout, it formed three knowledge systems of pedagogy, namely, dialectical determinism, natural determinism, and social determinism. Their similarities were inconsistency between subject system of trying to set up and educational activity and value tendency of pedagogy knowledge was perplexed. If we want to change this situation, we should clear up the abstract character and solipsism of pedagogy knowledge and pay attention to richer and more colorful educational practice. This turning is the fundamental transformation of research train of thought and mode of thinking in central project of pedagogy research and a series of relevant studies. Facing practical pedagogy, we should pay attention to life value from introduction on exterior reasons of educational activity and human pullulation to rouse of human inner self-criticism consciousness and criticism and recollection on realistic education.