走向“情境”与“问题”

【作者】 邵燕楠；

【导师】 陆有铨；

【作者基本信息】 华东师范大学 ， 教育学原理， 2005， 博士

【摘要】 20世纪70年代末、80年代初以降，美英社会静悄悄地发生着“转型”。处于“转型期”的美英社会以知识和信息的生产、分配(传递)和使用为“轴心”从而引起西方社会各个方面发生转变。美英两国政府实行“反调控”，放开市场并且紧缩政府。高新科技日新月异，知识经济初见端倪。环境的恶化促使人们对人类中心主义的反思并提出可持续性发展观。20世纪80年代以来美英两国所进行的教育改革中出现了新的特征，即，美英两国政府利用教育改革来掩饰维护经济霸主地位的野心并且为政党赢得政治声誉。在美英社会发生转变的社会背景之下，20世纪80年代以来美英教育哲学发生着转变，并且转型期美英教育哲学研究是对以往教育哲学研究的发展。教育哲学研究就是用或从哲学的观点和视角来研究教育中出现的问题。教育哲学研究就是建立教育研究与哲学研究之间的关系的一门学问。根据教育与哲学之间存在的关系形态，可以把教育哲学分为以教育为主、哲学为辅的“亲教育”阵营和以哲学为主、教育为辅的“亲哲学”阵营。美英教育哲学的发展大致可分为三个显著的阶段：20世纪30至50年代以“主义”研究为特征的时代；20世纪60、 70年代以“分析”为特征的时代；20世纪80年代以来的以“情境”为特征的时代。在“情境”的架构下，美英教育哲学研究呈现出从同一走向多元、从封闭走向开放和从学院式的研究走向面向实践。教育与哲学的“联姻”在于日常教育生活和教育问题所产生的情境之中。在具体的教育情境中，所探讨的教育问题才有意义和价值。转型期教育哲学研究以“教育问题”为研究内容。教育问题研究呈现出多元化状态，并且研究视角和研究方法多样化。教育哲学研究人员的构成发生了变化。中国教育哲学研究的主要缺憾在于：中国教育哲学研究是一种“仿哲学”的研究，并且中国教育哲学研究是一种“重迭”研究。参考美英教育哲学发展的经验与趋势，并考虑中国教育哲学研究的社会背景和历史底蕴，中国教育哲学研究摆脱“仿哲学”和“重迭”研究的尴尬局面的可能途径有：重新确立教育哲学的学科性质、区分教育哲学与教育学和教育原理、定位教育哲学的研究对象、改变教育哲学研究人员的培养方式以及加强教育哲学学会的作用。更多还原

【Abstract】 Society of the U.S. and the U.K. has transformed quietly since at the end of the 1970s and at the beginning of the 1980s. The "transforming" society, with the characteristics of the application of knowledge and information in the commerce, industry, daily-life, policy-making and agriculture and etc., has caused the changes in all walks of the society.For example, the U.S. and the U.K. governments have adopted the policy of "deregulation", that is, unlocking the market and reducing the government. The hi-technology has changed with each passing day and the knowledge economy has appeared initially. And the reflection of the anthropocentrism due to the deterioration of environment urged the idea of the sustainable development putting forward to. In this background, the education reforms which have been carried out since the 1980s in the U.S. and the U.K. has emerged the new features, that is, these education reforms are for the economic status in the world competition and for the politicians’ winning the reputations.In my belief, under this "transforming" background, the arena of Philosophy of Education in the U.S. and the U.K. has come out the new trends, and the research of Philosophy of Education situated in the "transforming" society has developed on the foundation of the previous studies.On my opinion, Philosophy of Education is the research that establishes the relationship between philosophy and education, thus, in my part, the research of Philosophy of Education studies problems appeared or existed in the world of education by adopting philosophy’s ideas and methods or from the perspective of philosophy. Up to now, there have two forms of this relationship, that is, "a pro-education" with the characteristics ,of the education-centered, and "a pro-philosophy", the philosophy-centered. Therefore, in the history, the development of Philosophy of Education in U.S. and U.K. could be divided three phrases: the period of "-isms" during the 1930s-1950s, the period of "analysis" during the 1960s-1970s, and the period of "situation" since the 1980s to now.Since the 1980s, the relationship between philosophy and education is established by a media of "situation", instead of looking for the relationship from philosophy. Philosophy of Education has appeared the shifts via this relationship, such as the shift from unification to multiplication, the shift from the closed research to the open, and the shift from the academic to practice. In the educational situation, the study of Philosophy of Education has the significance and value. The other new trend for Philosophy of Education is centered on the educational- problem-based research, in another word, Philosophy of Education has studied the diverse educational problems from the various perspectives and methods of philosophy. The last trend is the changes of philosophers of education.The inadequacies of Philosophy of Education in China are "after the pattern of philosopy"and "overlapping with education theories". Considering the Chinese social environment and the new trends of Philosophy of Education in the U.S. and the U.K, I think the possible ways for the development of the Chinese Philosophy of Education lie in the bellows: re-establishing the status of Philosophy of Education in the areas of philosophy and education, distinguishing Philosophy of Education from Education Theory, making the problem-based study, changing the ways of the cultivation of philosophers of education and enforcing the function of Philosophy of Education Society in China.更多还原