寻找教育学的历史逻辑——兼及“教育学史”的研究

Searching for the Historic Logic of Pedagogy:Reflections on the Study of History of Pedagogy

教育学史已经成为一个重要的教育学研究领域,但到目前为止,这一领域的研究仍处于打基础的阶段,其重心仍在具体教育学人物及其思想的阐释上,贯通的思考更具有"外史"特征,对教育学变化的历史逻辑缺乏关注。然而,只有以寻找教育学的历史逻辑为目的,教育学史研究才真正属于教育学研究。所谓历史逻辑,并不标识历史是一种主观的预先安排,而是指一事物从其萌芽、生长、发展到今天,在整个过程中发挥作用的、使得该事物无论结局如何都显得顺理成章的内在原理。借助文献分析和必要的思辨,可以发现教育学的历史变化,呈现出"术—理—道"的求索内容逻辑和"为用—求知"的求索宗旨逻辑,而这两种逻辑是相互依赖和相互作用的。欲寻找教育学的历史逻辑,教育学史研究除了已有的作为,还需要从对教育认识事件进行考证出发,对教育思想谱系进行整理。

The study on the history of pedagogy has become increasingly important in pedagogy field.However,it is still in its infancy and mainly focuses on the interpretation of some specific figures in education and their theories.These researches bear the characteristic of ＂extra-history＂and ignore studying the historical logic in pedagogy changes.Actually,these researches can be regarded as the pedagogy research in its proper sense only when aiming at exploring its historic logic.Here the historical logic does not mean that history is a subjective prearrangement,but an intrinsic principle in which all things appear,grow,and develop.Based on relative literature review,this paper finds that in the changing process of pedagogy history,there are two types of logic：The logic with the search for content of ＂method—principle—regularity＂and the logic with the search for aim of ＂for practice – for knowledge＂.These two types are mutually dependent and interactive.To search the historical logic in pedagogy,in addition to the previous achievements,it is necessary to start with tracking down the education cognition and reorganising the education thought.