论教育学何以巩固自己的学科地位——为中国教育学“突围”另辟蹊径

How Can Pedagogy's Disciplinary Status Be Strengthened——Looking for New Ways to Help Chinese Pedagogy Out

教育学在中国的发展已历经百年沧桑,虽已开拓出了自己的理论阵地,并取得了公认的研究成果,但在其被引进的百余年里,学术界关于其身份的合法性争论却从未停止过。学者们对教育学身份的质疑主要体现在教育学的"理论"与"实用"之争"、学科"与"科学"之争、内外归属之争。中国教育学要想在夹缝中获得新生,就必须具备专业和素朴两种气质,并扎根于中国之土壤,通俗而不庸俗,采取多元回归策略,从而赢得广大教育学人的认同。

In the past 100 years, Chinese pedagogy has developed its own theoretical positions and achieved some widely accepted research findings, but the arguments about its legal status in the academic circles have never stopped since it was introduced 100 years ago. The scholars＇ arguments mainly focus on whether pedagogy is ＂theoretical＂ or ＂pragmat- ic＂, whether pedagogy is ＂a discipline＂ or ＂a science＂, and whether pedagogy is of inside or outside ascription. To exist in this crevice, Chinese pedagogy should have the qualities of profession and simpleness, take root in the soil of China, be demotic but not vulgar, adopt diverse strategies and gain acceptance from the scholars in the scholastic circles.