走向实践:教育学本体的回归与价值确认

Towards Practice:the Return of Pedagogy Ontology and Its Value Confirmation

受主客二元对立的认识论思维的影响,教育被认为是知识经验单向度传输的活动,教育学成为形而上的探究教育本体存在的"唯理"之学。从教育具有实践生成性的本质出发,坚持教育是生成的而不是现成的观点,以教育实践为教育学研究的逻辑起点,把教育本体存在扩展为教育主体创造性发挥人的生成性本质去确认自我价值和选择教育规律的实践活动,从而建构走向实践的教育学,是克服当前中国教育学发展瓶颈的一个有益的尝试。

Influenced by the epistemology thinking of binary opposition, education is regarded as the activity of one-way transmission of knowledge experience, and pedagogy is viewed as the metaphysic rationalism exploring the existence of education ontology. Education is generative in essence, so we should stick to the view that education is generated, but not ready-made. Taking the educational practice as the logical starting point of pedagogic research, and confirming the self-value and selecting the practical activities in line with educational laws by expanding the existence of pedagogy ontology into the creativity of educational subjects to put into play man＇s generativity, we can construct the pedagogy towards practice, which is a beneficial effort to break through the bottle neck of pedagogic development in China.