论康德对教育科学的贡献——以科学知识积累演进的基本逻辑为分析框架

Kant’s Contribution to the Pedagogy as Science:Taking the Basic Logic of the Accumulation and Progress of Scientific Knowledge as an Analytical Framework

在“哲学的世纪”向“科学的世纪”行进之际,康德在哥尼斯堡大学的教育学讲座中提出要将教育技艺发展为科学或判断性的教育学。然而,围绕《康德论教育》存在诸多争议。以这些争议为起点,以科学知识积累演进的基本逻辑为分析框架,重新理解康德对教育科学发展的思想贡献,可以发现:首先,康德为教育科学置入一种先验哲学的、前提理论的理性批判考察方式,并向教育学同时提出了理论、经验研究和实验的要求。其次,康德基于教育理念—[实践的]实验—教育技艺的关系模式来阐释教育科学知识,该模式摧毁了教育学知识发展的实践循环模式,也超越了缺乏先天原则的诠释学循环模式和近代自然科学模式。最后,康德在教育科学领域引发了先验自由是否为教育行动留下余地的争议,进而为教育学的独立性或自身逻辑的出场埋下伏笔。

As the“century of philosophy”is moving towards the“century of science”,in his lecture on pedagogy at the University of K nigsberg,Kant proposed to develop educational art into“judgmental”(judizi s)pedagogy or into“science”(Wissenschaft).However,the manuscript of“Kant on Education”aroused many controversies among later generations of researchers.This article takes these disputes as the starting point,and then uses the basic logic of the accumulation and progress of scientific knowledge as the analytical framework,to try to reinterpret Kant’s contribution to the problem history of“pedagogy as science”.First of all,Kant maintained the duality of the way of thinking in the pedagogy as science,which is“empirical-scientific way of thinking”and“intellectual-practical way of thinking”,and put forward theoretical,empirical research and experimental requirements for pedagogy.Secondly,Kant interpreted educational scientific knowledge based on the model of educational idea-practical experiment-educational art,destroying the practice cycle model of pedagogical knowledge development,and surpassing the hermeneutic cycle lacking innate principles model and modern natural science model.Finally,in the pedagogy as science,Kant has sparked a controversy about whether transcendental freedom leaves space for educational action,and consequently paved the way for the upcoming discussion about independence and inherent logic of pedagogy.