教育学学科立场的省察与重建--论“生命·实践”教育学的“学科立场”观

The Review and Reconstruction of the Disciplinary Standpoint of Pedagogy:On the View of“Disciplinary Standpoint”of“Life-Practice”Educology

学科立场是由学科研究主体确立的,观察、认识、阐明与该学科建构和发展相关的一系列前提性问题的基本立足点。学科立场研究有助于集聚研究主体的理性自觉、改变教育学科“内立场”不足、在与其他学科对话过程中缺乏教育学独特声音的现存状态。教育学的“双重裂解危机”在教育学科内逻辑、教育学科与其他学科的关系两个维度上对教育学科发展产生持续不断的挑战。在学科交融日益凸显的学术背景下,学科立场是教育学人保持清醒、自识的研究心态与姿态,提升学科认同,确证与夯实教育学学科独立性问题的新理路。

The disciplinary standpoint is established by the subject of disciplinary research,which is the basic foothold to observe,understand and clarify a series of premise issues related to the construction and development of the discipline.The study of disciplinary standpoint helps to gather the rational consciousness of the research subjects,change the state that the“internal position”of pedagogy is insufficient,and the unique voice of pedagogy is lacking in the process of dialogue with other disciplines.The“double disintegration crisis”of pedagogy challenges the development of pedagogy in two dimensions:the internal logic of pedagogy and the relationship between pedagogy and other disciplines.In the increasingly prominent academic environment of disciplinary integration,the disciplinary standpoint is a new way to maintain a sober and self-conscious researchmentality and attitude of educational researchers,enhance disciplinary identity,and confirm and consolidate the independence of pedagogy.