| 教育学的生命之维 |
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| 引用本文： | 李政涛.教育学的生命之维[J].教育研究,2004(4). |
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| 作者姓名： | 李政涛 |
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| 作者单位： | 华东师范大学基础教育改革与发展研究所 |
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| 摘 要： | 当生命被确立为教育学的基础性、核心性概念的时候,就意味着教育学将从对生命的思考开始,建立起自己的学科视野,形成教育学的概念、范畴、思维方式和逻辑体系;同时也意味着教育学选择了生命作为研究教育现象的切入口,建立起自己思考和研究的视角,即从生命的视角去观察、理解和阐发教育活动。由此出发,教育学需要确立实践性介入式的理解生命的方式,成为一种以生命实践为底蕴的教育学。在批判的维度上,教育学的底蕴是批判教育学,它需要对所有有关生命本身的理论探讨、实践进行系统剖析,明辨其得失;在建构的维度上,教育学的实质是建构性的实践教育学,它追寻的是为教育世界中理想生命的生成,建构出合乎其历史与逻辑的理念和方法的结构体系。
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| 关 键 词： | 教育学 核心 生命 维度 |
On the Life Dimensions of Pedagogy |
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| Li Zhengtao.On the Life Dimensions of Pedagogy[J].Educational Research,2004(4). |
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| Authors: | Li Zhengtao |
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| Institution: | Li Zhengtao |
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| Abstract: | When life is determined as the basic core concept of pedagogy, it means that pedagogy must start with considerations about life for building its disciplinary vision and forming its concepts, scope, way of thinking and logic system. At the same time, it also implies that pedagogy chooses life as the starting point of educational study so as to observe, understand and explain educational activities from the angle of life. In this sense, it is necessary for pedagogy to establish a practice-based mode for understanding life and base itself on the practice of life. In terms of scope, pedagogy should base itself on criticism and make a systematic analysis of all theoretical studies and practice concerning life. As to its structural dimension, pedagogy is essentially a practice-based constructivist science, aiming at the formation of ideal life in the world of education and the construction of a system of concepts and methods in conformity with history and logic. |
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| Keywords: | pedagogy core life dimension |
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