从“规律”的证实到意义的解释:教育学的语义转向

From “law” verification to meaning explanation: semantic shift of pedagogy

教育学自从成为一门独立的学科以来 ,一直以证实教育领域中的“客观规律”为己任 ,以便使其成为一门所谓的“科学教育学”。然而 ,教育学的科学化追求却是以牺牲其内在的意义、价值与逻辑、依据为代价的 ,通过机械地移植自然科学的方法、标准而进行的 ,从而造成教育学知识属性的扭曲。这是今日教育学危机四伏的根本原因。因而 ,拯救教育学的命运 ,我们必须重新认识教育学的知识属性及其科学化标准 ,并使教育学从对外在的、僵化的“客观规律”的证实转向内在的意义、价值及逻辑。

Since Pedagogy became a separate subject, it has been verifying 'objective laws' so as to become a so\|called 'scientific pedagogy' . However, the pursuit of scientific pedagogy led to mechanically transplanting the methods and standards of natural science at the price of sacrificing its inherent meanings, values, logic and basis, thus twisting the intellectual property of pedagogy .This is the basic reason why the current pedagogy is beset with crises. So in order to rescue pedagogy, we must presuppose a new recognition of its intrinsic intellectual property and scientific connotations and standards so that pedagogy can be shifted from the verification of its extrinsic and rigid 'objective laws' to the explanation of its intrinsic meanings, values, logic and basis.