西方人文主义教育管理理论的方法论启示及批判  

Methodological implications and critique on western humanism theory of educational administration

作　　者：孙锦明[1] 胡平凡[2] 

机构地区：[1]华东师范大学公共管理学院,上海200062 [2]江西师范大学教育学院,江西南昌330027

出　　处：《高等教育研究》2007年第6期58-64,共7页Journal of Higher Education

摘　　要：西方人文主义教育管理理论的方法论启示与局限并存:现象直观论肯定和强调组织中个体主观价值和非理性因素的作用,但它和教育管理理论化学派一样局限于从管理学视角来探讨教育管理问题;人文科学方法论主张批判和克服自然科学范式主导下的教育管理理论的泛滥,但其借鉴具有明显的不彻底性;格林菲尔德提及的操作层面的教育管理研究手段和方法有数种,但未作出进一步的交待或示范。应加强教育管理研究方法论体系的构建并重视其推广应用,当务之急应倡导实证方法的运用。Postmodern humanism theory of educational administration in the West witnesses the coexistence of implications and limitations. The phenomenological intuition approves and emphasizes individuals＇ subjective values and non-rational factors, however, like the theoretical school of education administration, it is confined to the perspective of management. Its methodology borrowed from human sciences claims that we should criticize and overcome the abuse of natural science paradigm, however, such borrowing is apparently not complete. Although T. B. Greenfield has mentioned several operational methods, he does not offer details or make an example. We should pay attention to the construction and application of methodology system and it is urgent to advocate the application of empirical methods.

关 键 词：人文主义教育管理理论 方法论 教育管理研究 

分 类 号：G40-058[文化科学—教育学原理]