摘要
怀特海的认识论所追求的是心灵与身体、守恒与变化、理性与非理性、事实与价值的统一,是一种更加现实、包容、过程、整体的认识论。基于怀特海认识论的中国教育学发展,在理论建构上,要追求开放的"宏大叙事",强调理解的整体性;在认识探究上,"是其所是"与"在其所在"都要研究,重视生成的意义性;在价值取向上,追求事实与意义的统一,重视经验的全面性;在研究方法上,质的研究与量的研究并重,体现世界的复杂性;在未来发展上,进行观念的冒险,不断扩大理解。
What Alfred North Whitehead＇s epistemology pursues is the unity of mind and body, stability and variability, rationality and irrationality, facts and values, which is a more realistic, inclusive, processed, and holistic epistemology. Based on Whitehead＇s epistemology, the construction of Chinese education theories must follow an open and ＂grand narration＂ focusing on the wholeness of understanding. On epistemology, both ＂what it is＂ and ＂it is what it is＂ should be studied, the meaning of generation should be valued. On the values, we should seek the unity of fact and meaning and focus on whole experience. On research methodology, we should balance qualitative and quantitative study and reflect the complexity of the world. On future development, we should take risk on ideas and extend out understanding. Key words： pedagogy, Whitehead, epistemology-, essentialism, anti-essentialism
出处
《教育研究》
CSSCI
北大核心
2013年第8期16-24,共9页
Educational Research
关键词
教育学
怀特海
认识论
本质主义
反本质主义
pedagogy, Whitehead, epistemology, essentialism, anti-essentialism
