| “教育学的科学化”辨 |
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| 作者姓名： | 周兴国 |
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| 作者单位： | 安徽师范大学 |
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| 摘 要： | 教育学的科学化是教育基本理论的基本问题,也是教育学理论发展的重要目标。在近200年有关教育学的自我反思与自我建构中,教育学的科学化主要被理解为实证化。与教育学科学化相伴随的,是教育学的非科学化取向,即认为教育学主要是有关价值与规范的应用性理论或有关教育意义问题的人文科学理论。教育实践中不仅有事实问题,而且有规范问题、价值问题和意义问题.所以既需要教育学的实证研究,也需要教育学的规范研究和人文科学研究。不同逻辑的教育问题意味着需要采用不同的研究取向。对“教育学科学化”这一命题的不同理解,预示着教育学理论建构的不同逻辑和方法论,由此产生了不同取向的教育学理论。教育学的科学化不仅意味着教育学的实证研究,而且意味着教育学的规范研究和人文科学研究。我国教育学研究目前存在的实证化倾向,教育学对教育实践中紧迫的意义问题研究的缺失,正在呼唤人文科学取向的教育学回归。
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| 关 键 词： | 教育学 科学化 实证研究 人文科学 |
On the Scientization of Pedagogy |
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| Authors: | Zhou Xingguo |
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| Institution: | (School of Educational Science,Anhui Normal University,Wuhu Anhui 241000,China) |
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| Abstract: | The scientization of pedagogy is both the essential issue of educational fundamentals and the significant goal of theoretical development in pedagogy. Since the establishment of modern education in the west, the appeal of scientization of pedagogy has been unceasing. In the efforts of self-reflection and self-construction of pedagogy in the west for the last two hundred years, the scientization of pedagogy is mainly understood as empirical study in this field. The efforts of the scientization of pedagogy are mainly manifested in three aspects. The first starts with the analysis of the logic and methodology of educational theory. The second starts with the research objects of pedagogy and try to realize the scientization of pedagogy by reconstructing or reinterpreting the research objects of pedagogy. The third is to use the empirical scientific research method to study educational issues directly. However, at the same time, it should be noted that in the scientific process of pedagogy, accompanied by the empirical study, there is also a non-empirical orientation, namely the humanistic orientation of scientific pedagogy. The different understandings of the proposition of u scientization of pedagogyindicate the different logic and methodology of the theoretical construction of pedagogy, and produce the pedagogical theories with different orientations. On the whole, the simplex orientation of scientization of pedagogy has its inherent limitations. Therefore, we should not define pedagogy with one logic and methodology, and must see the complexity and diversity of logic and methodology in pedagogy. The present tendency of empiricism in pedagogical research in China and the lack of researches on the urgent significance of pedagogy in educational practice call for the return of humanistic pedagogy. However, this return does not mean the rejection of empirical study on pedagogy, nor does it mean the avoidance of practical philosophy researches on pedagogy. The scientization of pedagogy means not only the empirical study of pedagogy, but also the normative study of pedagogy and the study of humanities. |
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| Keywords: | pedagogy scientization empirical study humanities |
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