当代中国教育学研究方法论的哲学反思

Reflections on the Pedagogy Research Methodology in Contemporary China from the Perspective of Philosophy

当代中国教育学研究在学科交叉、融合与整体化的态势下,虽彰显出日趋多元的范式,但其要一改当下诸多割裂互斥的致思路向而继续走向系统深入,需实现其在方法论上的革新与突破。一是使学科交融意识与学科边界意识相结合,从而在学科互涉与学科自主的协调兼顾中既走出狭隘的学科主义樊篱,又坚守教育学自身的存在根基和内在秉性;二是使学术意识与问题意识相互补,从而在学理本位与问题本位的交错渗透中消解教育理论建构和教育实践关怀之间所存在的对峙性张力;三是使世界意识与本土意识相融通,从而在他者镜像与自我观照的动态平衡中走出教育学普遍主义和历史特殊主义研究方法之争的困境。

Against the background of different disciplines pedagogy overlapping, fusing and integrating, research of in contemporary China is showing increasingly diversified paradigms. However, reformation and breakthrough in methodology are required if it hopes to be more systematic and thorough by transforming the current separated and mutually exclusive thoughts. The first thing is the combination of consciousness of discipline fusion and consciousness of discipline boundary will help get out of the barrier of narrow idea of discipline in the mutual intervention of disciplines as well as their independent coordination, while maintaining the foundation on which pedagogy itself stands and its internal character. The second thing is the mutual complementation of academic consciousness and problematic consciousness will help eliminate the opposite tensions existing between the construction of educational theory and the concern showed to the educational practice in the interconnection and penetration of scientific theory being the source base and problem being the source base. The third thing is the fusion of international consciousness and local consciousness will help get out of the dispute between the research methods of universalism and historical particularism in the dynamic balance of other image and self care.