摘要
教育学的性质与定位是教育研究的元问题,需要进行历史追溯的研究。夸美纽斯首提教育学属性问题,并在新旧思想激烈交战的17世纪,赋予教育“技艺”的身份,使其成为一门正式学科。技艺具有依靠后天学习、面对真实世界、运用身心、关乎理性、蕴含价值五个特征,它以自由技艺为主要形式,而自由技艺又发展为近代以前的主要教育内容。教育自身也是一门技艺,作为技艺的教育是一种神圣信念和内在驱迫,它以自然为基础,能够弥合知识带来的身心分裂,并成为凝聚社会共同体的力量。与技艺的概念始终交织在一起的科学的概念从古至今经历了重大变化,不宜片面地用现代的科学定义去衡量教育学的漫长发展过程。
The nature and orientation of education,which serves as a meta-problem,needs historical research.In the 17th century,when new ideas conflicting sharply with old ideas,Comenius for the first time raised the problem of the nature of education,and named education an"art"as a formal discipline.Art,featured by learning,facing the real world,using both the body and the mind,relating to reason,and containing value,takes free art as the major form,which developed into the major content of education before the latter days.As an art,education is a sacred faith and an internal driving force;based on nature,it can bridge the gap between the body and the mind resulting from knowledge,and become a force to unite the social community.The concept of science,intertwined with that of art,has undergone great changes since time immemorial;we are not supposed to one-sidedly judge the long-time development of education with a modern definition of science.
作者
娄雨
Lou Yu(School of Education,Renmin University of China,Beijing 100872)
出处
《教育研究》
CSSCI
北大核心
2020年第7期62-74,共13页
Educational Research
