教育学只能是实践的科学:德国博姆人格主义教育学阐析

Pedagogy Can Only Be a Science of Practice:Analysis of Böhm's Personalism Pedagogy from Germany

现代教育受制于创制思维,在“个体化”和“社会化”两种创制范式之间徘徊不前,造成了教育和教育学的危机。这一危机只有在人格主义和人格主义教育学那里才能化解,因为人格主义教育学既不强调个体化,也不强调社会化,而是把人视作人格的存在,维护人格的自主抉择和自由行动。在此思想框架下,德国教育学家博姆基于对西方传统的理论(Theorie)、实践(Praxis)以及创制(Poiesis)的概念区分,指出教育不可能是创制,更不可能是作为静观沉思的理论,而只能是一种实践活动,因此,关于教育的科学,只能是实践的科学。博姆人格主义的教育学继承了德国教育学中的教化传统,反对现代教育学从“个体化”和“社会化”两个角度日益成为一种创制的科学的趋势,试图捍卫教育作为人格自由、自主和负责的实践的尊严。

Subjected to a mindset of manufacturing,modern education is torn between the paradigms of"individualisation"and"socialisation",which has led to a crisis in education and pedagogy.This crisis can only be resolved by personalism and personalism pedagogy,which emphasises neither individualisation nor socialisation,but sees the human being as a person and defends his or her autonomy of choice and freedom of action.Within this framework of thought,the German pedagogue Böhm,based on a distinction between the concepts of theory(Theorie),practice(Praxis),and manufacturing(Poiesis)in the western tradition,pointed out that education cannot be Poiesis,much less theory as quiet contemplation,but can only be practice,and that therefore the science of education can only be a science of practice.Böhm's personalism pedagogy inherits the"Bildung"tradition of German pedagogy,opposes the tendency of modern pedagogy to become a science of Poiesis based on the two paradigms of"individualisation"and"socialisation",and tries to defend the dignity of education as a free,autonomous and responsible practice of the human person.