教育知识:旨趣、迷失与回归——杜威探究理论的视角

Purpose,Loss and Return of Educational Knowledge:From the Perspective of Dewey's Theory of Inquiry

依据杜威的探究理论,作为对教育存在的概括化反映,教育知识生成于以经验连续性为基础的探究之中,且以此为建构逻辑。由此生成的教育知识属于能力知识的范畴,它指向生活的连续性,以经验的持续性改造为建构逻辑,以“有根据的可断言性判断”为逻辑形式,且以机智行动介入教育实践。长期以来,本质主义、客观主义和价值中立的知识观极大促进了教育知识的学科化与科学化,但却因对教育探究本性的把握不足而导致了教育知识价值的迷失。因此,为了能使教育知识生发意义并能够切实指引教育实践,教育研究需要实现从纯粹思辨向探究行动的范式转换,密切关注教育实践变革,重视能力知识的价值;充分重视行动,依此实现教育知识价值的统一;转变教育思维,拓展教育知识的生成空间。

According to Dewey's Theory of Inquiry,educational knowledge,as a generalized reflection of the being of education,is generated in inquiries based on the continuity of experienceand takes inquiry as its construction logic.Knowledge of education thus generated belongs to the category of competence knowledge,which points to the continuity of life,takes the continuous transformation of experience as its construction logic,adopts well-founded and assertive judgments as its logical form and intervenes in educational practice with tactful actions.For a long time,the essentialism,objectivism and value-neutral view of knowledge under the rationalist educational thinking have greatly promoted the disciplinization and scientization of education knowledge,but a lack of profound understanding of the nature of educational inquiry has led to the loss of values in knowledge of education.Therefore,to enable knowledge of education to generate meaning and effectively guide educational practice,educational research needs to undergo a paradigm shift from pure speculations to inquiry actions,paying close attention to the reform of educational practice and the value of competence knowledge;it should attach great importance to actions to realize the unity of values in knowledge of education;it also should change educational thinking to expand the space to generate knowledge of education.