适用性的证成:特殊教育知识何以可能的一个认识论逻辑

The Justification of Applicability:An Epistemological Logic of What Makes Special Education Knowledge Possible

特殊教育知识适用性是哲学认识论的问题。适用性的证成关系到特殊教育知识在学理上的合法性。当前,我国特殊教育知识建构存在某种程度的学理性紧张,知识适用性问题突出。特殊教育知识适用性是指不同质的概念、范式、方法、技术等知识运用于特殊教育知识领域,并按照特殊教育领域应用目的,达致性状协和一致的可能性状态。特殊教育知识适用性证明,以“合目的性”原则为认识论的核心准则,构成特殊教育知识建构逻辑的一个前提性的先验认识论原则。任何一种认识、理论或做法进入到特殊教育知识谱系中,都必须接受这种知识适用性的证成。特殊教育知识的适用性分为工具适用性和规范适用性两个维度,以及在不同理论范式、不同学科领域、不同国家地区和在特殊教育体系内部知识迁移演化四个特殊教育知识适用性问题域。就我国当前而言,基于“中国问题指向的理论范式和实践逻辑”认识论准则,是解决我国特殊教育知识适用性问题的关键,应成为新时代每一个特殊教育研究者自觉的学术视野和学术使命。

The applicability of special education knowledge is a matter of philosophical epistemology, while the justification of applicability is related to the academic legality of special education knowledge. At present, there is a certain degree of academic tension in the construction of special education knowledge in China, and the problem of knowledge applicability is quite prominent. Applicability of special education knowledge is the state of possibility that different qualitative concepts, paradigms, methods, technologies and other knowledge can be applied to the field of special education knowledge and achieve a concordant state of traits in accordance with the purpose of application in the field of special education. The applicability of special education knowledge proves that the principle of “fitness for purpose” is the core epistemological criterion, which constitutes a prerequisite principle of a priori epistemology of construction logic of special education knowledge. Any understanding, theory, or practice that enters into the spectrum of special education knowledge must be subjected to justification of the applicability of that knowledge. The applicability of special education knowledge is divided into the two dimensions of instrumental applicability and normative applicability and includes the four problem domains of different theoretical paradigms, different subject areas, different national regions, and the evolution of knowledge transfer within the special education system. In the current situation of China, the epistemological criterion based on “theoretical paradigm and practical logic oriented by Chinese issues” is the key to solving the applicability of special education knowledge in China, which should become the conscious academic vision and academic mission for every special education researcher in the new era.