摘要
本土标识性概念是中国教育学自主知识体系建设的基础,具有本土性、原创性、标识性、历史性、系统性等基本特征。“生命·实践”教育学是当代中国新生的教育学派,也是当代教育学重建的一次尝试。它在发展过程中,形成了“生命·实践”和“生命自觉”两大标识性概念及其概念群,系统回答了“教育是什么?”“教育存在的必要性与依据是什么?”“教育内在的逻辑与结构是什么?如何揭示?”等教育基本问题,以及“教育学是什么?”“教育学之独立性、独特性、科学性是什么及其依据是什么?”等重大学科理论难题。深入分析“生命·实践”“生命自觉”两大标识性概念及其概念群的生成过程,可以发现中国教育学本土标识性概念建构的基本路径,即在对教育理论与实践的批判反思中赋予老概念以新内涵,在理论与实践的交互生成中以“理论思维”建构新概念,并遵循学科理论体系发展演变的历史逻辑和时代逻辑。
Indigenous concepts are the basis of the construction of independent knowledge system of Chinese pedagogy,which is characterized by specific localization,originality,identification,historicity and systematicness.“Life and practice”pedagogy is a new educational school in contemporary China,and it is also an attempt to rebuild contemporary pedagogy.In the course of its development,it has formed two defining concepts and their conceptual groups,namely“life·practice”and“life consciousness”,which systematically answer such fundamental questions as“what is education?”“what is the necessity and basis of education?”“what is the internal logic and structure of education?how to reveal?”,as well as major theoretical questions like“what is pedagogy?”“what is the independence,uniqueness and scientificity of pedagogy and what is its basis?”By in-depth analysis of the two major indigenous concepts of“life,practice”and“life consciousness”and the generation process of their concept groups,we can find the basic path of indigenous concept construction in Chinese pedagogy,that is,giving old concepts new connotations in the critical reflection of education theory and practice,constructing new concepts with“theoretical thinking”in the interactive generation of theory and practice and following the historical logic and times logic of the development and evolution of the discipline theory system.
作者
伍红林
郭纪龙
Wu Honglin;Guo Jilong(School of Education,Jiangnan University,Wuxi 214122,China)
出处
《华东师范大学学报(教育科学版)》
北大核心
2025年第9期30-39,共10页
Journal of East China Normal University:Educational Sciences
基金
全国教育科学规划重大项目“未来学校组织形态与制度重构的理论与实践研究”(VFA210006)。
