| 教育哲学之思 |
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| 引用本文： | 邵燕楠.教育哲学之思[J].教育理论与实践,2006(3). |
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| 作者姓名： | 邵燕楠 |
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| 作者单位： | 西南师范大学教育学院 重庆400715 |
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| 基金项目： | 国家级重点课题“转型期西方教育哲学的新动向及对我国的启示”中的子课题“转型期美英教育哲学的新动向及对我国的启示”中的一部分研究成果 |
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| 摘 要： | 教育哲学研究就是建立教育研究与哲学研究之间关系的一门学问。据此,可以把美英教育哲学研究的历史划分为三个阶段,即主义时代、分析时代和情境时代。教育哲学有两种形态的存在方式:作为一门教学科目的教育哲学和作为一个研究领域的教育哲学。根据教育与哲学之间存在的关系形态,可以把教育哲学分为以教育为主、哲学为辅的“亲教育”阵营和以哲学为主、教育为辅的“亲哲学”阵营。
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| 关 键 词： | 教育哲学 关系 “亲教育”阵营 “亲哲学”阵营 |
Thoughts on the Philosophy of Education |
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| SHAO Yan- nan.Thoughts on the Philosophy of Education[J].Theory and Practice of Education,2006(3). |
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| Authors: | SHAO Yan- nan |
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| Institution: | Educational College of Southwest Normal University |
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| Abstract: | The research into the philosophy of education is the knowledge of establishing the relationship between the educational research and the philosophic research, in accordance with which, the research into the American and British philosophy of education can be divided into three stages, i.e. the age of doctrine, the age of analysis and the age of context. The philosophy of education has two types of existence, one as the subject of instruction and the other as the field of research. According to the relationship between education and philosophy, we can divide the philosophy of education into two groups, one being education- friendly with education as the dominant factor and philosophy as the subsidiary, the other being philosophy- friendly with philosophy as the main force and education as the subsidiary. |
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| Keywords: | philosophy of education relationship education- friendly group philosophy- friendly group |
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