科学、教育学与人的命运

Science, Pedagogy and the Destiny of Human

科学、教育学与人的关系,是纠缠我国当代教育学理论建设的基本问题之一。自科学主义思潮确立其在思想史中的地位以来,科学逐渐被狭义化为自然科学,成为人类认识与改造自然的一套知识系统。而自然科学的方法体系,被包括教育学在内的人文社会学科运用于解释人与社会的复杂现象。教育学的科学化,使人在教育活动中的地位变得卑微起来。人在密布且精细的科学程序中被围困,为科学所负累。教育学研究近乎等同于教育科学研究。不难判读,我国当代主流的《教育学》关于人性的假设,以及其中的基本概念、核心命题、学术论域甚至语法规则,都浸染着科学主义色彩。人在教育学中行将消匿,为了使人在教育学中体面地"出场",《教育学》亟待"重写"。

The relationship of science, pedagogy and human is one of basic problems which badgers with contemporary pedagogical theory construction in China. Science has been regarded as a set of knowledge system by which humankind cognize and transform nature since scientism thought established its status in the history of ideology. Otherwise, the methodology of science is used to explain complex phenomena of human and society by humanities and sociology including pedagogy. Scientific pedagogy makes human humble in educational activities. In the science procedure, human has been besieged tiredly. Pedagogical study approximately equates educational science research. It isn＇t difficult to estimate that the mainstream pedagogy at present dip-dyed the color＇of scientism from the angle of not only humanistic hypothesis, but basic concept, core proposition, academic field and law of expression as well. Human will be vanishing in pedagogy, pedagogy should be urgently rewrited in order to establish human＇s station.