重审教育理论性质:纪念保罗·赫斯特教授

Rethinking the Nature of Educational Theory:In Memory of Professor P.H.Hirst

上个世纪,英国学者彼得斯带动了分析的教育哲学传统,不仅影响教育哲学,也带动了教育理论的发展。其中,赫斯特扮演着重要的角色。他与奥康纳对教育理论之辩,尤为人所称道。奥康纳致力于将教育理论带往科学理论。前期,赫斯特认为教育理论是实践理论,迥异于科学理论,教育理论应该以其他学门知识的型式、领域为基础,而建构出有助于指导教育实践的原理;后期,赫斯特则更为重视隐而未现的实践意义,修正前期过于重视理性知识的立场。重审赫斯特、奥康纳之辩以及赫斯特前后期立场,将有助于我们理解教育哲学重点在于证成教育政策及开拓新的思考方式,量化研究成果在于拓展新知,质性研究则在于对实践智慧的探究。赫斯特后期念兹在兹于缄默之知等实践知识,哲学论证、量化研究、质性分析都应将之列入重要探索领域,必能有助于教育理论的精进。

In the last century,Peters led the tradition of analytic philosophy of education,which not only influenced educational philosophy,but also led the development of educational theory.Among them,Hirst plays an important role.His debate with O’Connor on educational theory is particularly notable.O’Connor was committed to bringing educational theory to scientific theory,while earlier Hirst thought educational theory was a practical theory,which was different from scientific theory.Educational theory should be based on the forms and fields of knowledge of other subjects,and construct principles that can help guide educational practice.In the later period,Hirst paid more attention to the hidden practical significance and corrected the position that he attached too much importance to rational knowledge in the earlier period.The reexamination of the arguments of Hirst and O’Connor and the positions of Hirst’s early and late thoughts will help us to understand that the emphasis of educational philosophy lies in proving educational policies and exploring new ways of thinking,the quantitative research results lie in expanding new knowledge,and the qualitative research lies in the exploration of practical wisdom.In his later period,the practical knowledge,such as the understanding of what is tacit,should be included in the important exploration fields of philosophical argumentation,quantitative research and qualitative analysis,which will surely contribute to the advancement of educational theory.