社会教育属性探正:一个欧洲视角

On the Attributes of Social Education from an European Perspective

由于缺乏同质的理论基础,加上自身概念的模糊,社会教育身份定位,不管是作为特殊知识领域,还是专业实践领域,或是研究领域,抑或三者兼具,一直以来难有定论。作为教育性概念,社会教育看似内容涵盖丰富,实则缺乏知识本体,其基础理论问题和领域边界问题一直限制社会教育的准确定位。作为社会性概念,受不同国家和地区特殊的政治、经济和文化的限定,社会教育往往呈现出不同的专业实践和社会传统。对于社会教育的妥当理解,需要考察其概念的历史演进、理论基础以及与专业实践区分。社会教育的学科化和体制化,也应建立在社会教育的实践参与能力或者社会工作身份识别的基础之上。

Due to the lack of homogenous theoretical foundation and the existing ambiguity of its own concept,it has always been difficult to decide whether the identity of social education belongs to the special knowledge field,a professional practice field,a research field or all three fields.As an educational concept,social education seems to be rich in content,but in fact it lacks the ontology of knowledge.The issues of its basic theory and the domain boundary have always restricted its accurate positioning.As a social concept,social education often presents different professional practice and social conventions due to the special political,economic and cultural restricts of different countries and regions.For the proper understanding of social education,it is necessary to explore the historical evolution of its concept,the theoretical foundation and the distinction of the professional practice.The discipline and institutionalization of social education should also be developed based on its ability to participate in practice or the identification of social work.