困扰中国教育学学科的三对矛盾论略
| 作 者：谢武纪 汪 伟 |
| 单 位：长江师范学院 |
| 基金项目：重庆市社科规划项目“近40年来教育学本土化
议题的衍变与反思”（2017BS44） |
| 摘 要： |
| 中国“教育学”研究者对教育学学科危机的反思尽管
已达到相当的深度，但在事关教育学学科的一些根本性问题
上，依然存在着认识上的困惑和争议。这种争议主要表现为
知识观念上的普适和本土的对立、知识规范上的事实与价值
的纠结、研究旨趣上的学科导向和问题导向的冲突。教育学
的本土文化意向与教育学的普遍性追求是并行不悖的，本土
教育的逻辑在实践意义上意味着对教育本体扇面的打开，也
表现为对普遍主义认识逻辑的纠偏。在一定的社会文化条
件下，任何社会知识陈述事实上都内蕴着某种文化和价值约
定，即“教育是什么”与“教育应该是什么”是高度融合在
一起的。从价值维度看，学科导向和问题导向之间并不存在
孰主孰次的问题，二者统一于教育研究之中，彼此互为因
果、相互生成。 |
| 关键词：教育学学科；矛盾；逻辑；辩证；本土教育 |
A Probe to Three Controversies of Chinese Pedagogy
Discipline
| Author's Name: XIE Wu-ji WANG Wei |
| Institution: |
| Abstract: |
| The Chinese pedagogy academic circle has achieved a considerable progress on the reflection on the
crisis of pedagogy, while there are still controversies on the understanding of some fundamental issues. Disagreements
or disputes mainly exist between the general opposition and the special opposition on the concept of knowledge, the
set of facts or values on knowledge norms, the subject-oriented research and the problem-oriented one. In fact, the
orientation of local culture embodied in educational science and the pursuit of the unity of pedagogy knowledge are
parallel to each, and the findings to local education logic means an opening to the horizon of education in practical
sense. From the perspective of rationality, any social knowledge statement actually contains a certain culture and value
meaning, and under certain social and cultural conditions, "what education is" actually shows "what education should
be". From the value dimension, there is no conflict between subject orientation and problem orientation, because they
are unified in educational research and interact as cause and effect to each other. |
| Keywords: pedagogy discipline; controversy; logic; dialectic; local education |
| 投稿时间：2018-09-03 |
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