论教育学研究方法论

On Research Methodology of Educational Theory

教育学界一直关注教育学研究方法论建设,却成就甚小。构建研究方法论的前提是各种研究方法在特定学科内形成了某种逻辑联系,而这种逻辑联系恰恰是教育学所缺乏的。研究方法的主要功能是确证判断。确证判断的学术合法性前提是研究本身的可重复性,而研究本身的可重复性是以研究对象的可重现性为前提的。有了可重现的研究对象,学界才可能针对它展开各种判断以及基于事实的主体间理性交流,由此生成学科知识体系。教育学研究方法论的空虚最根本的根源在于教育学没有找到正确的研究对象。教育现象、教育活动、教育问题都不是教育学的研究对象。抽象的教育系统才是教育学的研究对象。教育学是关于教育系统的知识体系,教育学研究方法论自然是发现该知识体系的方法体系。在尝试创生这个知识体系过程中,我们提出过技术人造物缺陷分析法和IIS图分析法。能提出这些独创的研究方法得益于将教育系统作为研究对象,当然,教育学研究方法论的最终成熟需要更多、更持久的教育系统研究经验的积累。

Educational Scholars always attempt to construct research methodology of educational theory, with little achievement. Construction of research methodology has a precondition that all of research methods, can be used in specific theoretical research, have rational relations, unluckily lack in the current educational theory, to one another. One of the faculties of a research method is to verify a judgement. The academically legal premise of verification of a judgement is the repeatability of the research as such, whose premise is the reproducibility of the object of study. Only of the reproducible object, all the judgements can be made and can be discussed in inter-subject rational manner in the ground facts by scholars, to grow up as a system of discipline knowledge. Nothingness of research methodology of educational theory can eventually be ascribed to its object falsely set. Its object is not educational phenomenon, not educational activity, and not educational problem, but abstract educational system. The educational theory is the knowledge system of the educational system, and its research methodology is the method system to explore that knowledge system. In order to verify some judgements in that system, we have designed such two new research methods as analytics of defections of technical artifact and analytics based IIS-map, for we have conceived the educational system as the object. Naturally, grown-up of research methodology of educational theory needs more and more research experience on educational systems.