【摘要】 未看教育学著作竟敢报考教育学博士,这一现象映射出教育学精神家园的失落。究其缘由,教育学囿于"实践性学科"限制,研究紧跟变换不定的现实风向,以致教育知识意义贫乏,学术概念内涵浅陋,无法为教育学者提供安身立命的精神家园。精神家园的失落使教育学者"漂泊无根",很难以独特的精神人格实现学术创新与学科对话。教育知识史蕴含超越的理性目标、丰富的意义源泉以及真理的生发场地。重建教育学精神家园需回到教育知识史,与教育经典对话,将其从"认识对象"内化为"精神存在",以为教育学者徜徉其内,汲取思想力量。更多还原

【Abstract】 "Dare to apply for Doctor of Education without reading a book on pedagogy", this event reflects the loss of the spiritual homeland of pedagogy. For a long time, pedagogy has been confined to the limitation of practical discipline and neglected the research of history and basic theory. As a result, the meaning space of educational knowledge becomes flat and the academic concept becomes common sense, which makes it difficult to provide a place for educational scholars to settle down. The loss of spiritual homeland places educational scholars in a rootless state, full of vigilance and hostility to the interlocutors, and makes it more difficult for them to express their opinion in the public domain. Disciplinary history is the foundation for building the spiritual homeland. It can not only provide educational scholars with transcendent rational goals and rich sources of meaning, but also provide the birthplace of truth. To rebuild the spiritual homeland of pedagogy, educational scholars need to go back to disciplinary history and educational classics, and internalize them from cognitive object to spiritual existence.更多还原