寻求与建构中国教育学的自主性——基于改革开放以来中国教育学发展历程的思考
In Pursuit of Independence:Development of Chinese Educology as an Academic Discipline since the Reform and Opening-Up
阎亚军 1朱惠兰1
作者信息
- 1. 上海师范大学教育学院 上海,200234
- 折叠
摘要
改革开放以来,中国教育学一直想要自主,实现自主性发展.中国教育学在寻求自主性的过程中试图摆脱或独立于"他","他"使得自主性的内涵不断发生变化.中国教育学通过恢复学科建制,从政治意识形态的他主中寻求自主性;通过建立学科逻辑,从常识、经验、非科学和其他学科的他主中寻求自主性;通过建立话语体系,从西方的他主中寻求自主性.建构中国教育学的自主性,应对外部权力具有清醒的反思意识,科学地建构起自己的研究对象,坚持专业精神.
Abstract
Since the reform and opening-up,Chinese Educology as an academic discipline has been striving to gain independence from the"others".Firstly,it has established itself as a separate discipline within China's higher education institutions to block the interference of political ideologies.Secondly,Chinese Educology has developed and differentiated itself from common sense,non-science,and other disciplines to establish its disciplinarity.Thirdly,Chinese Educology has constructed its own"discourse system"(namely,academic concepts and related research perspectives)to break western hegemony in educational studies.Chinese education researchers should constantly be on guarded against the unwarranted influence of those external"others",and only in this way can we build Chinese Educology into a truly independent academic discipline.
关键词
中国教育学/学科逻辑/自主性/科学方法论Key words
Chinese Educology/disciplinarity/autonomy/scientific methodology引用本文复制引用
基金项目
2020年度全国教育科学"十三五"规划国家一般课题(BAA200019)
2022年度国家社会科学基金教育学重大项目(VAA220010)
出版年
2024
NETL
NSTL
万方数据