关于教育学与教育学知识的思考

Thinking into Pedagogy and Pedagogy Knowledge

在对教育何以可能和教育学如何名副其实的思考中，教育学知识逐渐浮出水面。之所以教育成“学”的过程一波三折、教育学屡遭困境，是因为生活的、实践的教育学知识观并未能取代本质主义的、宏伟叙事的和规范描述的教育学知识观。教育学知识不是静止的、符号化的陈述，而是实践的、生成的智慧，是站在生活和实践的立场上对教育不断进行批判的一种教育学思维。在芜杂纷乱的教育实践中，只有站在教育学知识的立场上，才能真正把握教育学的发展方向。

In the thinking of what and how pedagogy is, pedagogy knowledge comes into the sight of researchers. The reason why pedagogy twists and suffers dilemma is that lively and practical pedagogy knowledge eannot replace the doctrinism, elegant narratives and speculated description in pedagogy knowledge. Pedagogy knowledge is not the solid and symbolic statement hut a pedagogy thinking based on the practical and growing knowledge. In the changeable education practice, only by standing on the views of pedagogy knowledge can we understand the trends of the development of pedagogy.