Philosophical Criticism and Construction of Evidence-based Education
The concept of evidence-based education is gradually penetrating various aspects of education and has had a multifaceted impact on the field of education in China.However,the concept of evidence-based education is incomplete,mainly due to the theoretical dilemma inherent in its positivist philosophical essence.Therefore,the article explores the limitations of evidence-based education from four dimensions:educational ontology,epistemology,methodology,and ethics.In the ontological dimension,evidence-based education is a reductive practice that overlooks the generative nature of education.In the epistemological dimension,evidence-based education pursues the certainty of research practice and ignores the uncertainty in education.In the methodological dimension,the method purpose of evidence-based education is a linear correlation,neglecting the nonlinear correlation in education.In the ethical dimension,evidence-based education follows the technical command of practice and ignores the value dimension in education.Based on this,the article constructs the following practical principles of evidence-based education:firstly,it suggests introducing educational judgment to achieve the return of human subjectivity;secondly,it pays attention to the value judgment of evidence to reach the essence of educational issues;thirdly,we should clarify the subjective and objective positions of purpose method and attach importance to the internal correlation of purpose method;and fourthly,we should establish a methodology system that combines complexity and standardization to grasp education comprehensively.
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维普
