教育本质认识方法的反思

The Reflections on Methods of Understanding the Essence of Education

通过反思“教育是什么”的认识过程来阐释教育的本真涵义,这是把诠释学作为方法论运用于教育基础理论研究的尝试。人们在追问教育终极问题的思想旅途上从本体论走向对教育认识的认识,发现本质论与反本质论两者并非绝对隔离,词源法和历史分析法所得出的结论虽有其自身的缺陷,但也使教育认识的抽象水平高于现实操作。诠释学方法论将各历史时期的认识成果与时下的教育事情的诸多表象相融通,运用诞生于现象学之后的结构-解构方法把教育的历史事件与当下的教育事实整合起来,得知认识者反思自己的教育认识的过程为:由对教育事情外显证据搜集的时空背景认识的反思,深入到对事情特点归纳、提炼的价值取向的认识反省,得出教育存在于人的生命的全时空之中,教育与人的生命同起同终,是人(整体人类和个体人)为了生命自由而不断提升自己处理和使用知识的智慧的过程。

This paper attempts to apply hermeneutics as a methodology to the research of basic education theory to explain the essence of education by reflecting the cognitive process of“what education is”.On the ideological journey of asking the ultimate question of education,people have experienced from ontology to epistemological understanding of education and found that essentialism and anti-essentialism are not absolutely isolated.Although the conclusions drawn by etymology and historical analysis have their defects,they also make the abstract level of educational cognition higher than the practical operation.Hermeneutic methodology integrates the cognitive achievements in various historical periods with many representations of current educational events,and integrates the historical events of education with the current educational facts by using the structure-deconstruction method born from phenomenology.It is known that the process of the man’s reflection on his own understanding of education is as follows:From the reflections on the temporal and spatial background of the explicit evidence collection of educational events to the deep reflections on the value orientation of summarizing and refining the characteristics of events.It is concluded that education exists in a man’s life of all time and space and that education starts and ends with human life together,which is a process in which people(whole human and individual)constantly improve their wisdom in dealing with and using knowledge for the freedom of life.