教育学:无“教”抑或无“学”?

Pedagogy:"Non-education" or "Non-science

文章对教育学成“学”发展的历史及其两种不同路向 (即科学化与人文化 )进行了较为系统的考察和评论 ,认为 ,教育学成“学”必须走科学化与人文化统合的道路 ,这是提升教育学学科地位、摆脱教育学发展困境的必由之路。接着 ,文章进一步指出 ,教育学的真正危机 ,不单纯表现为它是否有“学”无“学”问题 ,更深层次则在于教育学的无“教”。文章分析了无“教”的表现、根源及其危害 ,指出 ,教育学必须限定研究对象的范围 ,必须改变过分专注于研究教育外部现象的倾向 ,要朝向“本真教育学”回归。这种回归 ,实践上有利于突出教育中心工作 。

First, this article makes a comparatively systematic investigation and comment on the development history of pedagogy's appearance as science and also its two trends (scientification and humanization). The author holds that pedagogy must be an integration of scientification and humanization. The integration can enhance the academic position of the subject. Furthermore, the paper points out that the real crisis of pedagogy lies not only in the problem of whether it is of science or not but also in the fact that it is of no eduction.Pedagogy now gradually departs from its study objects and at last loses them. The paper analyzes the apperance, roots and harm of non-education. It argues that pedagogy must limit its study objects and change the situation of paying too much attention to the external phenomena, and turn its direction to the regression of 'pedagogy with its own duty'. This regression can help to emphasize the central work of education practically and develop the course of education theoretically.