建设具有世界意义的中国教育学

Building Chinese Pedagogy of World Significance

建设具有世界意义的中国教育学既是教育学学科思想范式变革的需要,又是推动世界性教育学形成的时代课题,也是中华文明与其他文明体系一道促进全人类发展的诉求。不同历史阶段教育学人对“中国教育学”的认识,既反映了学术研究的累积性繁荣,又反映了社会、历史、文化的变化对教育学概念认识的影响。具有世界意义的中国教育学,是以开放的心态吸纳人类教育知识的成果,形成对时代、社会和教育问题回应的教育学。中国教育学坚持以马克思主义为指导、兼容并蓄的教育学发展特质,以及构建人类命运共同体的价值使命使其可以具有世界意义。具有世界意义的中国教育学建构不是中国教育学人重新创造教育知识进而学科化的过程,而是中国教育学人如何面对已有的教育知识和未来教育研究、教育实践的诉求而构建一种能够涵盖教育学研究内容和能够同化新的个别教育知识的学科知识框架结构。新时代背景下,中国教育学人需要立足人类社会发展的大逻辑和趋势,用发展的理论指导实践,挖掘教育史的教育学价值,汇聚世界教育学的智慧,直面全人类发展的需求,建设具有世界意义的中国教育学。

The construction of Chinese pedagogy of world significance is not only the need of the reform of the ideological paradigm of pedagogy,but also the issue of the times to promote the formation of worldwide pedagogy.In addition,it is the demand of Chinese civilization and other civilization systems to promote the development of all mankind.The educational scholars’understanding of“Chinese pedagogy”in different historical periods reflects not only the cumulative prosperity of academic research,but also the influence of social,historical and cultural changes on the concept of pedagogy.Chinese pedagogy of world significance is the result of absorbing human educational knowledge with an open mind and forming a pedagogy that responds to the problems of the times,society and education.Chinese pedagogy insists on the inclusive development characteristics of pedagogy under the guidance of Marxism and the value mission of building a community with a shared future for mankind,which makes it of world significance.The construction of Chinese pedagogy of world significance is not a process in which Chinese educational scholars re-create educational knowledge and then turn it into a discipline,but how Chinese educational scholars face the demands of existing educational knowledge and future educational research and practice to construct a disciplinary knowledge framework that can cover pedagogical research content and assimilate new individual educational knowledge.Under the background of the new era,Chinese educational scholars need to be based on the great logic and trend of the development of human society,guide practice with the theory of development,explore the pedagogical value of educational history,gather the wisdom of world pedagogy,and directly face the needs of the development of all mankind,to build Chinese pedagogy of world significance.