论启蒙式教育学

教育变革呼唤自身的启蒙式教育学。然而,启蒙式教育学一旦僭越了启蒙自身,就要走向启蒙的反面,成为一种理论神话。将这一视角观照于当前中国教育学研究,可以发现中国教育学研究几乎是作为一种启蒙式教育学而出场的。其致力于宣扬这样一套启蒙式话语:教育是一种解放实践,以培养解放公民;教育是一种自由实践,以培养自由公民;教育是一种民主实践,以培养民主公民。然而这种启蒙式教育学带有浓厚的乌托邦色彩,其本体论实质是作为一种依托乌托邦精神的理想设计,方法论实质是一种遵循从抽象观念和原则出发的理性思维,目的论实质则在于营造出一种有利于隐蔽性社会控制的意识形态。这种启蒙式教育学的最大问题在于否定了教育实践的现实合理性,瓦解和掩盖了现实生活中教育实践所处的制度机制。而以这种启蒙式教育学作为理论指导的教育实践将可能沦为一种具有乌托邦运动色彩的浪漫主义实践,最终导致普遍意义上的真实学校生活无法生存。此外,启蒙式教育学研究在学科实践层面也可能导致研究者陷入启蒙情结的自说自话,从而导致当前中国教育学研究依旧停留于理想主义的水平而无法更稳健地走向现实主义。

Reconsider Confucius＇ enlightening reflection： Implications on heuristic teaching

Western heuristic teaching method was originated from Socrates who initiated the teaching mode of ＂teachers ask, students answer＂. A distinctive feature of this mode was that teachers were the decisive factor in the process of teaching and learning, who raised the questions at the very beginning and gave conclusions in the end. On the contrary, oriental style of heuristic teaching method based itself on the principle that students put forward their puzzles and then asked the teachers for advice. This paper will reconsider Confucius enlightening reflection and probe into how to develop students＇ ability of thinking by questioning strategies in the heuristic teaching methodology.