知识观的嬗变与教育思维范式的转换

Change of Knowledge Concept and Transition of Educational Thinking

随着现代知识观向后现代知识观的转型 ,教育的思维方式也发生从“非此即彼”到“亦此亦彼”的范式革命 ,表现为理论视野从“发现规律”到“阐释意义”的转向、从“科学实证论”到“人文理解论”研究方法的转换 ,从“惟我独尊”到“和平共处”理论旨趣的转移。后现代知识观及其思维方式对教育研究思维转型具有深远的启迪和借鉴价值 ,但并不意味着今天的教育研究已全然无需科学审视 ,更需要去反思“教育是事实吗”、“教育有规律吗”等深层理论问题 。

With the transformation of knowledge concept from modern to post-modern perspective, a dramatic paradigm revolution from 'either…or' to 'both…and' model takes place in the thinking style of education, including three facets: a transition of theoretical vision from 'to find the rules' to 'to interpret the meaning', the change of research methodology from 'scientific positivism' to 'humanistic hermeneutics', and shift of theory interest from 'exclusive hegemony' to 'peaceful coexistence'. While post-modern thinking has important implication for education research, what is most important is how to maintain 'a necessary tension' between two opposite poles: exploring deeply such questions as 'Is education a fact?' and 'Is education systemic?