重建教育学的“公共话语空间”——迪特里希·本纳“普通教育学”思想探论

Reconstruction of Pedagogy’s“Public Discourse Space”:Inquiry into the Thought of Benner’s“General Pedagogy”

自赫尔巴特之后,教育学自身的"裂解"及其与其他学科或主动或被动的交叉,在促进教育学从单数到复数膨胀式发展的同时,也使得维系一种"普通教育学"相对稳定的"公共话语空间"变得越来越艰难。迪特里希·本纳试图接续起源自赫尔巴特的普通教育学传统,他从对人类实践的分化与非等级关系入手,探讨了教育实践自身的逻辑;从行动理论的角度出发,论述了教育理论、教养理论和教育机构理论的分歧与关联,区分了管理、教学和代际行动等三种教育行动的具体方式。本纳对德国普通教育学传统的传承与创新,有可能为当前庞杂的教育学科群重构公共的话语空间,重建由赫尔巴特所开创的普通教育学的尊严和价值。

After Herbart,the"fragmentation"of pedagogy itself and its active or passive intersection with other disciplines not only promotes the expansion of pedagogy from singular to plural but also makes it more and more challenging to maintain a relatively stable"public discourse space"of"General Pedagogy."Dietrich Benner tries to follow the tradition of General Pedagogy,which originated from Herbart.He discusses the logic of educational practice from the perspective of the differentiation and non-hierarchy of human practice.From the perspective of action theory,he discusses the differences and relations between educational theory,parenting theory,and educational institution theory and distinguishes three specific ways of educational action,namely management,teaching,and intergenerational action.Benner’s inheritance and innovation of German General Pedagogy’s tradition may reconstruct the public discourse space for the current complex education discipline groups and rebuild the dignity and value of the General Pedagogy created by Herbart.