摘要
在科学主义主导的时代,总会有研究者期望教育学走向科学并成为科学学科,实证研究自然就成为研究范式上的选择。然而,问题并没有这么简单。且不论具体的实证研究不可能舍弃非实证的方法,由于教育学所研究的教育并非自然物,教育学实际上无法成为真正的科学学科。具体而言,教育是经验世界的文化现象,其可经验的部分可以借助实证方法研究,其精神的和信念的部分只能借助于思辨。教育的特性决定了教育学兼具认知追求和实践情怀,不仅要回答"教育是什么",更要以改良教育的愿望构想"好教育"的蓝图。整体地思考,可以说走向科学是教育学的一种策略,而实证研究之于教育学研究来说,仅具有有限合理性。
In the age of scientism, there are always researchers who expect pedagogy to be a science and become a science subject. Empirical research naturally becomes the choice of research paradigm. The problem, however, is not so simple. Regardless of the fact that concrete empirical research cannot exist without non-empirical method, education, the research subject of pedago- gy, is not a natural thing. Thus, pedagogy actually cannot really be a science subject. In particu- lar, education is a cultural phenomenon in the empirical world. The empirical part can be studied by empirical methods, and the spiritual and belief parts can only lean upon speculation. Education characteristics determine that pedagogy includes both cognitive pursuit and practical feelings. Pedagogy should not only answer ＂what is education＂, but also conceive the image of ＂good education＂ to improve education. As a whole, becoming a science is just a strategy of pedagogy, while empirical research has only limited rationality.
出处
《四川师范大学学报（社会科学版）》
CSSCI
北大核心
2018年第2期92-98,共7页
Journal of Sichuan Normal University(Social Sciences Edition)
