【摘要】 在全球分化加剧与人类共同危机不断显现的时代背景下,如何在多元价值冲突中重建最低限度的教育基本理论共识,成为当代教育理论无法回避的核心问题。本文基于2025年11月1日举办的“现代教育学自身逻辑及其世界回应”普通教育学国际研讨会,从人类文明互鉴的视角,聚焦德国特有的、寻求教育基本原理共识的“普通教育学”现象,探讨作为其当代经典范例的本纳《普通教育学》的理论贡献及其进一步发展、时代关联和对教育自身逻辑的捍卫;考察中国教育基本原理体系的建构方法、努力以及作为中国普通教育学范例的“生命·实践”教育学的基本视角及其与本纳《普通教育学》的比较;在“人类命运共同体”理念基础上,试图将普通教育学对“普遍性的寻求”扩展到全球教育的范围,推动复兴和重建中国特色的“天下教育学”传统,以超越现代民族国家体系的结构性局限,把传统的家国天下体系与现代的个体—民族国家体系进行创造性转化,构建更具包容性与前瞻性的教育理论框架,在全球语境中最大程度地重申教育的普遍原理与规范使命。更多还原

【Abstract】 Against the backdrop of increasing global fragmentation and the ever-emerging common crises facing humanity, how to rebuild a minimum consensus on basic educational theories amidst conflicting values has become a core issue that contemporary educational theory cannot avoid. This article,from the perspective of mutual learning among human civilizations, firstly focuses on the uniquely German phenomenon of “Allgemeine P??dagogik, ” which continuously seeks consensus on fundamental educational principles. It explores the theoretical contributions of Dietrich Benner’s Allgemeine P??dagogik, a contemporary classic example, in terms of its theoretical contributions, as well as its further development, contemporary relevance, and defense of the inherent logic of education itself. Secondly, it examines the construction methods and efforts of China’s system of basic educational principles, the basic perspective of life-practice pedagogy as a model of Chinese Allgemeine P??dagogik, and compares it with Benner’s Allgemeine P??dagogik. Thirdly, based on the concept of a “community of shared future for mankind,” it attempts to extend the “seeking universality” of Allgemeine P??dagogik to the scope of global education, promoting the revival and reconstruction of the Chinese tradition of “Tianxia pedagogics”, transcending the structural limitations inherent in the modern nation-state system. This approach enables a creative transformation of the traditional family-state-tianxia realm framework into alignment with the modern individual-nation-state framework, constructing an education theory framework that is more inclusive and forward-looking, thus reaffirming to the greatest extent possible in a global context the universal principles and normative mission of education.更多还原