论教育有效性研究的伦理风险

On the Ethical Risks of Educational Effectiveness Researches

教育学长期痴迷于各种手段要素(比如方法模式、媒体技术等)的有效性研究。但这种有效性研究并不能发现真理,也无法获得客观的支持性证据,它所检验的有效性也是相对主义的且是可疑的。最重要的是,它不但不是科学研究,而且还内生伦理风险,具体体现为(1)自身携带着隐秘的歧视,(2)会弱化甚至剥夺教师教学自主权,以及(3)会恶化教育中的伦理关系。在某种程度上,试图能证明手段要素的普遍有效性的教育学要么承认了自身的虚妄,要么宣布了自身的终结。我们只有抛弃这类研究,转而开辟新教育学研究,并以新教育学指导实践,从教育系统的系统化设计、多元性优化以及缺陷的分析与消除入手,才能规避这类伦理风险。

Researchers persist in demonstrating the educational effectiveness of such mean elements as methods, patterns, and media in the pedagogy field. However, this kind of educational effectiveness research finds no truth, with disability to catch objective supporting evidences and focus on suspicious effectiveness in the sense of relativism. Most importantly, those researches not only cannot be classified into scientific research, but also have inborn ethical risks, at least including:(1) containing hiding discriminations;(2) weakening even depriving instructional discretion of teachers;and(3) deteriorating ethical relations in schools. In some degree,the pedagogy, which attempts to demonstrate the universal effectiveness of mean elements, either confess its illusion, or declare its termination. Only by rejecting educational effectiveness researches and seeking guidance of educology, which focuses systematic design, diversified optimization, analyzing and eliminating defects of educational systems, those ethical risks can be avoided.