“研究传统”与教育学的发展——德、美两国教育学“科学化”道路的差异和启示

Study of the Tradition & Development of Pedagogy——Differences between the Scientification of Pedagogy in Germany and America & Their Enlightenment to us

“研究传统”的个性决定了学术研究在方法、过程、目的、表现形式、价值取向等方面的分殊,如在德国,“科学”意味着用系统的方法来进行任何一种研究,与自然科学的联系并不那么密切,而在英美国家,科学通常指的是有系统的自然科学或者是一种以自然科学为典型的探索和解说的逻辑,是与任何价值假设或解说无关的;赫尔巴特在德国是“概念—规范”教育学的代表,而在美国却是“教育科学”的形象代言人,两国以不同的方式在教育学科学化的道路上超越着赫尔巴特。认识到研究传统的不可拒斥性,对我国教育学研究中的诸如“中西比较”的研究模式问题、简单类比的问题、向西方学习的标准与评价等问题应该有新的解释。

The characteristic of study of tradition determines the differe nces of academic researches between Germany and US in such aspects as method, pr ocess, aim, presentation and value orientation.For example, in Germany science m eans conducting any research in a systematic way and it is not closely related t o natural science, but in UK and US science generally means systematic natural s cience or logic of exploring and interpreting natural science and it has nothing to do with any value hypothesis or interpretation. In Germany Johann Friederich Herbart is the representative of concept-norm pedagogy, but in US he is the s pokesman of educational science. The two countries are surpassing Johann Frieder ich Herbart on the route of pedagogy scientification in different ways. Since we have realized it is irresistible to study tradition, we should have a new expla nation to such problems in our pedagogy researches as the research pattern of Ch inese and Western comparison, simple analogy and the standard and evaluation of learning from the west.