主义论述、知识学考察与中国教育学研究

Expounds of Doctrining and Investigation of Knowledgeology and Study of Pedagogy in China

主义论述和知识学考察的分野是对当前中国教育学研究群体自身研究态度的一次考察。主义论述是指那些带有强烈价值论断的思想言论,而知识学考察则主要是指一种研究态度,其致力于抑制主义论述的主观表达性,并将情绪表达置换为知识陈述。主义论述在为中国教育学研究带来表面的生机和活力的同时,也带来了严重的历史性后果。其主要表现为当前中国教育学研究显现出本质主义、体系主义、批判主义和实用主义这四种占支配性地位的论述范式。这四种论述范式由于缺乏一个深厚的知识学基础从而非常不利于教育学的知识积累,而激进的主义论述对于自由民主的政治秩序更是危险的。故21世纪的中国教育学研究必须深刻地批判和反思主义论述所产生的弊病,教育学研究群体更应克服主义论述的理论浮躁情绪和摆脱乌托邦色彩的启蒙者姿态,并树立起知识学考察的研究态度,致力于将各种主义论述的成果积淀为更严格的教育学知识谱系和思想谱系。

The division of expounds of doctrining and investigation of knowledgeology is an examination of the current Chinese pedagogy research community＇s own attitude.Doctrining expounds has a strong value proposition. The investigation of knowledgeology mainly refers to a research attitude, the purpose of which is to suppress the subjective expression of expounds of doctrining and to transtbrm the emotional expression into knowledge representation. Expounds of doctrining has serious historical consequences despite of the seeming prosperity and vitality of pedagogic study in China. The main performance for current Chinese pedagogy research shows four dominant discourse paradigms of doctrining expounds ,namely,essentialism, theoreticism, criticism and pragmatism.These four discourse paradigms are not conducive to the effective accumulation of knowledge in pedagogic study because of the lack of a deep knowledge base. Given this, radical expounds of doctrining are more dangerous to the liberal and democratic politic order.So in the 21st century, expounds of doctrining must be thoroughly critiqued and reflected in pedagogic study. The research community should overcome the impetuous emotion when doing their theoretical study. They should also get rid of theUtopiancolor of the Enlightenment in their attitude. Especially in terms of investigation of knowledgeology, researchers need to embrace a methodical, objective attitude and stay committed to accumulating the various expounds of doctrining and transforming them into the more rigorous knowledge genealogy and ideology genealogy of pedagogy.