The Historical Evolution of the Educational Knowers
-
摘要: 教育认识的历史就是教育认识者的历史,但它们又是性质不同的两个问题。我们只能从一切历史均是人的创造上说,两者势必相互纠缠,但问题是教育认识者在通常的教育认识历史中,最终只是承载了人类对创造者尊敬的一个符号。借助于历史哲学的思辨,可以发现以下四种形态构成了教育认识者的演化历史,它们分别是:具有教育意识和教育方法思考能力的一般教育行动者,具有教育反思和理念建构能力的卓越教育行动者,自觉担负教育行动和教育认识双重责任的行动者兼认识者,以及脱离教育行动的、职业的教育认识者。Abstract: The history of educational cognition is the history of educational knowers,but they are two problems of different nature.We can only say that all history is the creation of human beings,and the two are bound to be intertwined,but the problem is that educational knowers.In the usual history of educational cognition,they are only a symbol bearing the respect of human beings to the creator.With the help of historical philosophy,we can find the following four forms constitute the history of the evolution of educational epistemology.They are the general education actors with educational consciousness and educational method thinking ability,the outstanding education actor with educational reflection and concept construction ability,the actor and the knower who consciously shoulder the dual responsibility of educational action and educational cognition,and the professional education knower who is divorced from educational action.
-
Key words:
- Educational knower /
- Education actor /
- Educational action /
- Educational cognition
-
[1] 汤因比,等.历史的话语——现代西方历史哲学译文集[M].北京:中国人民大学出版社, 2012. [2] 李景源.认识发生的哲学探讨[M].北京:中国社会科学出版社, 2016:74. [3] R·弗里曼·伯茨.西方教育文化史[M].王凤玉,译.济南:山东教育出版社, 2013. [4] 罗伯特·R.拉斯克,詹姆斯·斯科特兰.伟大教育家的学说[M].朱镜人,等译.济南:山东教育出版社, 2013. [5] 张再林.中西哲学的歧异与会通[M].北京:人民出版社, 2004:7. [6] 夸美纽斯.大教学论[M].傅任敢,译.北京:人民教育出版社, 1984. [7] 王有春.晚清学部教育研究所的创立及其影响初探[J].石家庄职业技术学院学报, 2015(3):44-46. [8] 张磊,黄明同.广东省志·社会科学志[M].广州:广东人民出版社, 2004:326. [9] 吴国盛.追问"什么是科学"的当下意义[J].民主与科学, 2016(5):42-43. [10] 赫尔巴特.普通教育学·教育学讲授纲要[M].李其龙,译.杭州:浙江教育出版社, 2002:13. [11] 拉伊.实验教育学[M].沈剑平,等译.北京:人民教育出版社, 2007. -
点击查看大图
计量
- 文章访问数: 358
- HTML全文浏览量: 80
- PDF下载量: 18
- 被引次数: 0
下载: