20世纪上半叶中国学者对教育哲学学科建设的探索  

Chinese Scholars' Exploration for the Disciplinary Construction of Educational Philosophy in the First Half of the 20th Century

作　　者：侯怀银[1] 

机构地区：[1]山西大学教育科学学院

出　　处：《教育研究》2005年第1期7-16,共10页Educational Research

摘　　要：20世纪上半叶中国教育哲学的发展经历了引进、初创和成型三个阶段。这一时期,中国学者对教育哲学的存在根据、定义、作用、学科性质、研究对象、学科体系、研究方法和中国教育哲学的发展方向等进行了探索。回顾20世纪上半叶中国教育哲学学科建设,可以发现当前中国教育哲学的发展亟待解决五个问题:能否建立一门共认的教育哲学,教育哲学与哲学的关系,教育哲学在中国的生存基础,教育哲学与中国传统教育哲学思想的关系,中国教育哲学学派的形成。Educational philosophy underwent three stages of introduction, preliminary development and maturation in the first half of the 20th century in China. Chinese scholars made pioneering efforts to explore the basis, definition, roles, scientific nature, research object, disciplinary system, research methodology and the development orientation of educational philosophy in China. In the current development of educational philosophy in China, the following five problems have to be settled urgently: the establishment of a generally accepted educational philosophy, the relation between educational philosophy and general philosophy, the basis for the survival of educational philosophy in China, the relation between educational philosophy and the traditional ideas about educational philosophy in China, and the formation of schools of educational philosophy in China.

关 键 词：教育哲学思想 中国教育 中国学者 学科建设 学科性质 学科体系 研究对象 生存基础 发展经历 问题 

分 类 号：G529[文化科学—教育学]