教育学知识真理观寻思

发布时间：2018-03-14 13:50

本文选题：教育学知识　切入点：真理观　出处：《湖南师范大学》2016年博士论文　论文类型：学位论文

【摘要】：教育学知识真理观问题反映的是人们如何"看"教育学知识的问题。对包括教育学在内的任何一门人文社会科学而言,事实的真实性、确定性固然重要,但真正能够让人们关注到对象的,是那些被人们有意识引入的,但在通常情况下并未被人们所意识到的东西——一般逻辑理论。"真理观"内蕴了人们所认识的教育和现实教育间的实质性差异,所以理论并非是自在的教育在人脑中的真实映像,本质上是一种人们籍以认识教育的工具或预设。这决定了当下的教育学知识的理想与现实之间永远都会存在着距离。在深层次上,这种距离也决定了教育学知识生产的社会、历史和文化意蕴。这一点从教育学理论范式的嬗变中,以及从卓越的教育学家个体——夸美纽斯、赫尔巴特至杜威教育思想的发展轨迹中,均可以得到证实。作为近代以来学科制度化的产物的教育学,其全部任务是寻求教育现象背后的规律(普遍性解释),如此它才能在学科之林中站稳脚跟,才能名正言顺地为教育活动提供科学的支持和保障。自夸美纽斯以来,人们一直都未曾放弃过通过推进教育之"学"的"科学化"以寻求从事实维度上对这一问题的最终解决的努力。但从教育学知识的历史发展和现实表现来看,此举并未能使教育学从危机之中超拔出来,反而在与以自然科学的比附中愈来愈有被边缘化之虞。过分沉迷于普遍主义的知识设定之中,不仅教育中实存的、亟待解决的问题被遮蔽,还影响到人们怎样思考教育问题以及如何解决教育问题。从反思普遍主义的视角出发,积极彰显教育学的个性和文化色彩和强调教育研究的问题转向,谋求从价值维度上实现教育理论与实践的契合,便成了教育学知识坐标系上一个新的路径。反思普遍主义以多元视角成功解构普遍主义教育理论宏大叙事的同时,也将一个新的论题呈现在人们面前:在统一的学科框架之内,两种路径何以实现统一?马克思主义的实践论提供了重要启示。从马克思主义实践真理观立场来看,教育学的发展是寓于实践并向教育之终极之真无限逼近的过程。知识的普遍性是内置于教育学科学化征程中的路标,它的作用是指示和引导人们去思考,而非人们眼前需要思考的主题。从这个意义上,多元视角不是对教育学知识普遍性追求的反悖,在客观上它敞现了教育学知识的多重扇面,以此提出新问题并保持了教育学理论研究持久的生命力、新鲜感和在地性,使得教育学知识之真在实践意义上成为可能。
[Abstract]:The problem of the truth view of pedagogy knowledge reflects the problem of how people "view" pedagogy knowledge. For any humanities and social science, including pedagogy, the authenticity and certainty of facts are of course important. But what really gets people to focus on is what people are consciously introducing, But what people usually don't realize is the general logic theory. "Truth" implies the substantial difference between education and real education, so theory is not the real image of free education in the human brain. In essence, it is a tool or presupposition that people use to understand education. This determines that there will always be a distance between the ideal and the reality of pedagogy knowledge in the present time. At a deep level, this distance also determines the society in which pedagogical knowledge is produced. This is from the evolution of the theoretical paradigm of pedagogy, and from the development of the educational thought of the outstanding educationalists-Comenius, Herbart and Dewey. The whole task of pedagogy, as a product of the institutionalization of discipline since modern times, is to seek the laws behind the phenomenon of education (so that it can stand firm in the forest of disciplines. In order to provide scientific support and guarantee for educational activities. People have never given up their efforts to seek a final solution to the problem from the perspective of fact by promoting the "scientific" of education. But from the historical development and practical manifestation of pedagogy knowledge, This has failed to extricate pedagogy from the crisis. On the contrary, it is more and more marginalized in comparison with the secondary school attached to the natural sciences. It is not only in education that it is indulged in the knowledge setting of universalism. The problems that need to be solved are obscured, and they also affect how people think about education problems and how to solve them. From the perspective of reflecting on universalism, we should actively highlight the individuality and cultural color of pedagogy and emphasize the problem of educational research. It is a new way to realize the integration of educational theory and practice from the value dimension, and it becomes a new path in pedagogy knowledge coordinate system. While reflecting on universalism successfully deconstructing the grand narrative of universalism education theory from multiple perspectives, It also presents a new topic: within the framework of a unified discipline, how can the two paths achieve unity? Marxist theory of practice provides important enlightenment. From the standpoint of Marxist view of truth in practice, The development of pedagogy is the process of practice and approaching to the ultimate true infinite of education. The universality of knowledge is a signpost built into the scientific journey of pedagogy, and its function is to instruct and guide people to think. In this sense, the pluralistic perspective is not the opposite of the universal pursuit of pedagogy knowledge, but objectively opens up the multiple facets of pedagogy knowledge. In this way, new problems are raised and the lasting vitality, freshness and locality of pedagogy theory research are maintained, which makes the truth of pedagogy knowledge possible in practical sense.
【学位授予单位】：湖南师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G40

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