摘要
“有意义的”教育思想必须基于实践,对中国教育真正具有引导力的思想最终只能形成于本土境脉与本土实践之中,不能用具有浓厚西方文化色彩的价值取向、思维习惯与言说方式来套解中国的社会现实和规引中国人的教育实践。“寻找”教育思想的过程不是被动的思想服从过程,而是以“寻找者”自身的已有思想需求与思想前见为参照标准的思想选择过程和思想构建过程。教育研究者应当首先是思想者。构建真正有意义的教育思想的最宝贵的资源就在研究者自身及本土境脉与本土实践之中。
The 'meaningful' thought on education must be based on practice. Accordingly, the thought attracting Chinese education can only emerge in the native environment and practiee. We should not use the value orientation, thinking habit and expression modes with strong color of Western culture to explain the social realities in China or guide Chinese people's educational practice. The pursuit of educational thought is not a process of passive ideological abeyance, but a course of ideological selection and construction with the searcher's ideas and needs as contrast standard. Educational researcher must first be a thinker. The most valuable source for developing meaningful thought on education lies in the researcher, the native environment and local practice.
出处
《教育研究》
CSSCI
北大核心
2004年第5期19-23,共5页
Educational Research
