重考知识的性质——一种教育学的视角  

Reconsidering the Nature of Knowledge——from the Perspective of Pedagogy

作　　者：周志平[1] 

机构地区：[1]中国浦东干部学院科研部,上海201204

出　　处：《教育理论与实践》2005年第10期1-5,共5页Theory and Practice of Education

基　　金：华东师范大学2004年优秀博士研究生培养基金资助

摘　　要：传统教育学以其他学科对知识性质的认识作为教育学的结论,而未从教育学的视角对知识的性质进行考察,因而,传统的教育学没有形成本学科对知识的独特认识。立足于教育活动本身,立足于学生个体生命的成长,立足于教育过程中的活动、实践与认识成果之间的关系等角度来考察,教育中的知识具有形上本性和创造性、在时间维度过去与未来的承接、在空间维度的延伸与互补、生命性等特性。Traditional pedagogy had the understanding of knowledge nature by other subjects as the conclusion of pedagogy, but never examined the nature of knowledge from the perspective of pedagogy. That＇ s why it hasn＇t had its own unique understanding of knowledge. Examined from the angles of educational activities, student＇s growth as an individual life, the relationship between activities, practice and understanding in the process of education, knowledge in education has the characteristics of metaphysics, creativity, connection between past and future in the time dimension, expansion and mutual supplementation in the space dimension as well as life.

关 键 词：创造性 承接 互补 生命性 

分 类 号：G40[文化科学—教育学原理]