摘要
后分析教育哲学是一个以时间标准划分产生的概念,它泛指20世纪80年代后英国分析教育哲学的新进展。在教育理论、教育实践及其关系这一教育哲学的基本议题上,英国后分析教育哲学的研究视角逐渐从"理论"取向转向"实践"取向,从教育哲学的实践哲学地位和教育理论的实践理论地位出发,对其进行再分析。在目标文体选择的问题上,英国后分析教育哲学逐渐由对概念、命题、理论等文本的分析,转向对文本和文件的双管齐下,致力于建设具有教育实践根基和建构特征的哲学分析。在对待形而上学哲学的态度上,英国后分析教育哲学逐渐突破传统科学哲学和分析哲学中的形而上学禁忌,毅然承担起对这一传统教育哲学基本范畴的研究,努力从"无芯"的二级活动地位中走出来,重新开始以人和德性为中心,展开对教育问题的形而上学思考。
The post-analytical philosophy of education is a concept produced by the time Standard. It means the new progress in the analytical philosophy of education in England after 1980s. In the issues of education theory, education practice and their relationship, the research angle of the post-analytical philosophy of education in England is changed from theory aspect to practice aspect gradually, which re - analyzed the issues from the position of practical philosophy of philsophy of education and the postion of practical theory of educational theory. In the selection of the objective literary style of research, the post - analytical philosophy of education in England is changed from the analysis of texts such as concept, proposition and theory to the analysis of both text and file, paying attention to the construction of the philosophical analysis that has the educational practical basis and constructive feature. In the attitude to metaphysical philosophy, the post - analytical philosophy of education in England has overcom the taboo of metaphysics in traditional scientific philosophy and analytical phisophy gradually, and shouldered the research of the basic category in traditonal philosophy of education firmly, which stroved to go out of the secondary activity level of the ＂no core＂, and resume to carry out the metaphysical deliberation of education problem around the center of human person and virtue.
出处
《徐州师范大学学报（哲学社会科学版）》
北大核心
2009年第1期126-130,共5页
Journal of Xuzhou Normal University(Philosophy and Social Sciences Edition)
关键词
后分析教育哲学
教育理论
教育实践
形而上学
post-analytical philosophy of education
education theory
education practice
file
metaphysics
