循证教育的哲学批判与建构

Philosophical Criticism and Construction of Evidence-based Education

循证教育理念正在逐渐深入教育各处脉络,对我国教育领域产生了多方面的影响。然而,循证教育理念是不完善的,这主要来源于其实证主义哲学本质所固有的理论困境。从教育本体论、认识论、方法论及伦理观四个维度探讨循证教育的局限性可以发现:在本体论维度,循证教育是一种还原性实践,忽视教育的生成性;在认识论维度,循证教育追求“研究—实践”的确定性,忽视教育中的不确定性;在方法论维度,循证教育的“方法—目的”是一种线性关联,忽视教育中的非线性关联;在伦理观维度,循证教育遵循实践的技术命令,忽视教育中的价值维度。从以上四个维度对循证教育进行的批判和厘清,为建构其实践原则提供了理论前提。因此,循证教育完善自身要基于以下原则:引入教育判断力,实现人的主体性回归;注重证据的价值判断,以达致教育问题的本质;厘清“目的—方法”的主客位置,重视“目的—方法”的内在关联性;构建复杂性和规范性相统一的方法论体系,对教育进行整体性把握。

The concept of evidence-based education is gradually penetrating various aspects of education and has had a multifaceted impact on the field of education in China.However,the concept of evidence-based education is incomplete,mainly due to the theoretical dilemma inherent in its positivist philosophical essence.Therefore,the article explores the limitations of evidence-based education from four dimensions:educational ontology,epistemology,methodology,and ethics.In the ontological dimension,evidence-based education is a reductive practice that overlooks the generative nature of education.In the epistemological dimension,evidence-based education pursues the certainty of research practice and ignores the uncertainty in education.In the methodological dimension,the method purpose of evidence-based education is a linear correlation,neglecting the nonlinear correlation in education.In the ethical dimension,evidence-based education follows the technical command of practice and ignores the value dimension in education.Based on this,the article constructs the following practical principles of evidence-based education:firstly,it suggests introducing educational judgment to achieve the return of human subjectivity;secondly,it pays attention to the value judgment of evidence to reach the essence of educational issues;thirdly,we should clarify the subjective and objective positions of purpose method and attach importance to the internal correlation of purpose method;and fourthly,we should establish a methodology system that combines complexity and standardization to grasp education comprehensively.