This article provides an interpretation of the construction of Life-Practice pedagogics by locating it within the Chinese pedagogic tradition and within the context of China's social and economic transition at the turn of the 21st century.As a theoretical essay,the article focuses on interpreting Lan Ye's Return and Breakthrough:The Outline of Life-Practice Pedagogics,with reference to her other related writings.It draws on theoretical sources from continental Pädagogik and Anglo-American educational theory.Squarely in the tradition of Pädagogik,Life-Practice pedagogics exhibits a distinctively edu-cational way of thinking and theorizing—in terms of education as self-formation(Bildung),education as purposeful activities or practice(Erziehung),and the dignity of practice.It is also a distinctive Chinese construction rooted in the reality of China and nourished by Chinese educational traditions,with its own unique research methodology.The construction of Life-Practice pedagogics provides a powerful case of how education can be established as distinctive discipline in the 21st century and of how pedagogics in China can be revitalized in today's context.This article calls for a rediscovery of the essence of edu-cation in the current context of the"learnification"of educational discourse and a multiplicity of educational fads.
关键词
中国教育/教育理论/教育/叶澜/"生命·实践"教育学
Key words
Chinese Education/Educational Theory/Erziehung/Lan Ye/Life-Practice Pedagogics
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