教育学的多元知识传统与学科建构

The Multi-knowledge Tradition and Discipline Construction of Pedagogy

教育学在发展的过程中形成了思辨性教育知识、实证性教育知识、诠释性教育知识和批判性教育知识四种主要知识传统。多元知识传统影响了人们对学科建构基本问题的认识,知识传统间的争论也影响了学科成熟度的提升。教育学的学科建构应秉持"尊重知识传统,注重分类建构;发展知识传统,促进学科成熟;沟通不同传统,建构自身逻辑"的原则,按照经验教育"学"、科学教育学和普通教育学三条路径分别进行。经验教育"学"以具体情境中的问题解决为旨归,创生实践性教育知识,帮助实践工作者明智行动。科学教育学研究教育系统中的教育现象,揭示变量间的通则式规律。普通教育学则以教育行动本身为研究对象,沟通和整合教育学各分支学科,确立教育学自身的学科逻辑。从经验教育"学"、科学教育学到普通教育学,是一条从个别到一般、从具象到抽象、从开放到内敛的教育学学科建构之路。

Four main knowledge traditions have been formed in the development of pedagogy,and they are speculative knowledge of education,empirical knowledge of education,interpretive knowledge of education and critical knowledge of education. Multi-knowledge tradition has influenced people’s understanding of the basic issues in the discipline construction,and the debates among knowledge traditions have also affected the maturity of discipline. The discipline construction of pedagogy should adhere to the principles of 'respecting the knowledge tradition and focusing on the classified construction,developing the knowledge tradition and promoting the maturity of discipline and communicating different traditions and constructing their own logic'. And these principles should be carried out in accordance with the empirical pedagogy,science pedagogy and general pedagogy respectively. Empirical pedagogy aims at solving problems in specific situations to create practical educational knowledge and to help practitioners to act wisely. Science pedagogy studies the educational phenomenon in the educational system and reveals the general law among variables. And general pedagogy studies the educational action itself,communicates and integrates the branches of pedagogy,and establishes the discipline logic of pedagogy itself. The transformation from empirical pedagogy,science pedagogy to general pedagogy is a path of discipline construction of pedagogy from exceptional to general,from concrete to abstract,and from open to introverted.