黄济教育哲学研究的学术自觉

Distinguished Educator Huang Ji's Academic Consciousness of the Research into the Philosophy of Education

教育哲学是一门基础学科。教育科学越发展,越需要建优建强教育哲学学科。20世纪80年代初,我国提出恢复和重建教育哲学学科。黄济先生是恢复和重建教育哲学学科的重要见证者、亲历者和建设者。他自觉把马克思主义作为建设教育哲学学科的理论基础,认真思考和总结教育哲学学科的发展历史、建设经验,结合我国教育实践,主张要建立起一个具有中国特色和现代教育意识的教育哲学新体系。为此,他自觉谋划教育哲学学科建设的重点任务和发展目标,推动教育哲学研究的理论创新;他主张面向教育实践开展教育哲学研究,推动教育哲学理论研究与指导教育实践变革的协同发展;他主张教育哲学研究的方法论创新,推动教育哲学研究工作和教育哲学学科的规范发展;他主张教育哲学研究要吸收古今中外优秀文化资源,不断增强教育哲学研究的动力。这些工作的开展,深化了教育哲学理论研究,为新时代教育哲学学科快速发展奠定了基础,是黄济先生对教育哲学研究学术自觉的反映,体现着他为建设具有中国特色学术体系、学科体系、话语体系的教育哲学学科所做出的重要贡献。

The philosophy of education is a basic discipline;the more educational science develops,the more we need to optimize and consolidate this discipline.In the early 1980s,China proposed restoring and rebuilding the discipline,and distinguished educator Huang Ji was an important witness and builder of it.He consciously viewed Marxism as the theoretic base for the construction of the discipline,considered and summarized the history of the development of the discipline and the experience in its construction;based on China's educational practice,he advocated establishing a new educational philosophy system with Chinese characteristics and modern educational awareness.To this end,he consciously planned the key tasks and goals of the discipline,and promoted theoretical innovation in the research;he advocated conducting the research based on educational practice,and promoted the coordinated development of theoretic research and the guidance of the reform of educational practice;he advocated methodological innovation in the research,and promoted the normalized development of the research and the discipline;he advocated that the research should absorb the excellent cultural resources of ancient and modern China and foreign countries,and enhanced the motivation of the research.All this deepened the theoretical research into the philosophy of education,laid a good foundation for the rapid development of the discipline of the philosophy of education in the new era,and reflected his academic consciousness of the research,and embodied his important contributions to the building of the academic,disciplinary and discourse-based systems for the philosophy of education with Chinese characteristics.