超越物理主义与实用主义:绽放教育学的生命之花

Beyond Physicalism and Pragmatism:the Life Flower in Pedagogy Bursting into Bloom

物理主义与实用主义,是现代教育学的两种重要哲学取向。前者促进了教育学体系的结构化与科学化,有利于人类对教育理论的认识、把握与迁移。但由于其过于追求普遍真理,而有贬低个体的知觉与经验的倾向,导致了主体与客体、理论与实践的分离;后者重视社会需要、价值与实践,但容易陷入利益、功用与绩效主义泥沼。二者存在的共同问题,在于背离了人的生命存在与精神世界。生命主义将超越物理主义与实用主义的局限,为教育、人,知识与人的社会化提供了新的解释。其教育学学科立场在于:人的本质即生命的冲动、历史与境遇的绵延;知识是生命绵延的重要成果;社会化即是生命绵延的过程。

Physicalism and pragmatism are two important philosophy orientations of modern Pedagogy. The former makes the pedagogy system constructed and scientific, and it is beneficial for the people to understand, grasp and transfer educational theory. It, however, for over pursued the universal idea, diminishes the inclination of human perception and experience, leading to the separation of subject and object, theory and practice. The latter attaches great importance to social needs, values and practices so it might be vulnerable to attack by utilitarianism and performancism. Meanwhile, both of them have the common defects： ignoring the existence of human life and the spiritual world. Life-centralism is the transcendence on the physicalism and pragmatism which is to provide a new explanation for education, people, knowledge and human socialization. The standpoint of pedagogy is that education is the growth and release of life; human nature is the duration of impulse, history and circumstance; knowledge is an important achievement of the duration of life; socialization is a process of the duration of life.