论教育学的变革

On the Transformation of Pedagogy

教育学的变革行为是由教育学者承担并在教育认识领域进行的,但教育学的变革从来就不是一种纯粹的教育认识行为。教育学的变革的动因可以用汤因比的"挑战与应战"理论加以解释,即教育学的变革应有其自身所面临的困境,此困境使人们觉察到某种威胁的到来,为了消除威胁,人们开始努力,变革教育学就是这样一种努力。教育学的变革需要考虑两个必要的条件:其一,教育学研究者对教育学危机的普遍、共同的认知。其二,卓越变革者的出现。教育学的变革是有界限和范围的,其界限是学科基本立场亦即追求永不退场;其范围主要集中在研究的价值观和思维方式上。教育学变革所追求的效果,是要使教育学在现实的意义上具有更好的形象和更强的功能。需要指出的是,教育学的变革必将触碰到思维的极限。当基本的东西不变时,教育学的发展就是教育思想、理论的内涵发展,更深刻、更智慧会成为相对稳定的努力方向。

The transformation of pedagogy is undertaken by pedagogical researchers and carried out in educational cognition field.However,the transformation of pedagogy has never been a pure cognitional behavior.Its motivation can be explained by Toynbee's theory of 'Challenge and Response',that is,the transformation of pedagogy faces dilemma itself,which arouses people's awareness of some threats and begin to strive to eliminate them,and hence it becomes a sort of endeavor.There are two necessary requirements for the transformation of pedagogy:First,pedagogical researchers have a general and common understanding of pedagogical crisis;Second,there are brilliant innovators appearing.The transformation of pedagogy has its own boundary and scope.Its boundary is its basic standpoint or pursuit of never disappearance.Its scope focuses on the value and thinking style.The effect of transformation of pedagogy is to make pedagogy have a better image and stronger function in practice.It should be pointed out that the transformation of pedagogy must touch the limitation of thoughts.When basic elements of pedagogy are constant,the pedagogy development is a connotative development of educational thought and theory,and to be more profound and wise will have a relatively stable striving direction.