| 论教育理论普适性思想的内涵、困境与终结 |
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| 引用本文： | 魏宏聚.论教育理论普适性思想的内涵、困境与终结[J].西北师大学报,2010,47(2). |
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| 作者姓名： | 魏宏聚 |
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| 作者单位： | 河南大学,教育科学研究所,河南,开封,475004 |
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| 基金项目： | 全国教育科学"十一五"规划2009年度教育部重点课题"基础教育改革与教育理论创新研究" |
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| 摘 要： | 教育理论的普适性思想是研究者的一种下意识行为与信念,也是一种思维方式,其最大危害在于扼杀了理论或教育研究的多元化.普适性情结来源于人们对教育理论、教育研究"形而上"的"科学"认识,体现在研究者对其研究成果的表述中,同时也体现在一些研究者的霸权行为中.实践表明,教育理论在移植过程中的扭曲及教育理论的境遇性,使教育理论的普适性可能只是一厢情愿,情境理性也许是我们面对教育理论的合适态度之一.
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| 关 键 词： | 教育理论 普适性 情境理性 |
The Connotation,Dilemma and End of the Theory of Universal Education |
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| WEI Hong-ju.The Connotation,Dilemma and End of the Theory of Universal Education[J].Journal of the Northwest Normal University(Social Sciences),2010,47(2). |
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| Authors: | WEI Hong-ju |
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| Institution: | WEI Hong-ju(Institute of Educational Science,Henan University,Kaifeng,Henan,475004,PRC) |
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| Abstract: | The theory of universal education is not only subconscious behavior,but also beliefs and a way of thinking for researchers.However,its biggest harm is to stifle the diversity of theory or educational research.It comes frommetaphysicalunderstandings of educational theory and research which are reflected in the statements of their research results and in the acts of hegemony of some researchers.However,the educational theory of universal application may only be wishful thinking because of the distortion and s... |
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| Keywords: | education theory universal application situated rationality |
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