知性人:高等教育学的一种人性假设

Intellectual:A Kind of Humanity Hypothesis of Pedagogy of Higher Education

人性假设是构建学科理论体系的基础,甚至直接决定学科的发展取向。对于高等教育学学科理论体系的探讨,长期以来总是陷于"逻辑起点"的误区,而较少涉及更为根本的人性假设与学科观念问题。历史上,赫尔巴特曾以学生的可塑性作为教育学的人性假设,最终使得教育学成为了一门关注谁来教、教什么和怎么教的次等学科。高等教育学的人性假设对于学科转型至关重要。如果同样以学生的可塑性作为人性假设,高等教育学最终仍然难以避免地会成为高等学校的"教学之学";如果考虑到大学里高深知识的特殊性,以知性人作为本学科的人性假设,高等教育学便有可能转型为一门专门研究如何在大学里进行高深知识生产、传播与应用的社会科学。

Humanity hypothesis is the base of disciplinary theory system and even the direct key to the tropism of disciplinary development. In a long time, the research of higher education has been falling into traps of ＂Logical initial point. ＂ while researchers have given less attention to those like humanity hypothesis or disciplinary ideal. In history, Herbart once made the students＇plasticity as humanity hypothesis of pedagogy and f＇mally made it a sub - discipline concerning who taught, what should be taught and how to teach. Humanity hypothesis of pedagogy of higher education is of great importance to the disciplinary transformation. Pedagogy of higher education will inevitably be the ＂science of teaching＂ if we do the same as Herbart. However, if we take the particularity of profound knowledge into consideration and take the intellectual as its humanity hypothesis, the pedagogy of higher education would be a kind of social science specialized in profound knowledge＇s production, spreading and application.