中国教育学自主性之思考——基于场域的视角

Consideration of the Chinese Pedagogy Independency Construction——Based on the View of the Field

中国教育学的自主性或曰中国教育学研究的自主性,是指教育学研究者在进行学术研究的过程中,与现实社会中的经济、社会以及政治自觉地保持一定的距离,以一种外在的、学术的观点对教育及其权威进行客观的描述,并在此基础上进行客观研究的一种研究姿态或学术自觉。纵观整个教育学百年的发展历程,可以说是一个"西化"的过程。之所以会出现这种状况,与中国教育学缺乏自主性不无关系。中国的教育学要发展,就必须建构起中国教育学自身的自主性。基于场域的视角,在建构中国教育学自主性的过程中,必须认识与处理好教育场域与国内的其他场域以及国外学术场域之间的关系,并在此基础上加以建构。

The Chinese pedagogy independency or the Chinese pedagogy research independency refers to the pedagogy researchers＇ attitude and academic awareness.In the process of conducting the scholarly pursuits,they describe objectively education and the authority by one kind of extrinsic and academic viewpoint,maintaining certain distance with the realistic society＇s economy,the society as well as politics on its own initiative,and conduct the objective research based on this.Throughout the pedagogy＇s development process for hundreds of years,it can be called a process of ＂Westernization＂ partly because Chinese pedagogy lacks the independency.China＇s pedagogy＇s development must construct its own independency.From the perspective of the field,in the process of construction,it must be recognized and handled the relationship between the teaching field and other democratic and foreign academic field,and constructed on this basis.