民主与教育学——论一种新的教师专业发展观  

Democracy and Pedagogies:A New Perspective on Teacher's Professional Development

作　　者：康永久[1] 

机构地区：[1]北京师范大学教育学院,北京100875

出　　处：《教师教育研究》2009年第1期31-35,共5页Teacher Education Research

基　　金：北京市教育科学"十一五"规划2006年度重点课题(AIA06138)中期研究成果

摘　　要：在相当长的历史时期内,与民主相适应的教育学主要是一种专业教育学。这种专业教育学既是适应现代性情境的一套有效的沟通与组织技艺,又与那种与官僚体制结合的群众民主(旁观式民主)相依存。然而值得注意的是,民主情境中的教育学不仅仅是专业教育学,民主本身也并非必然要求教师或教师职业进一步专业化。事实上,杜威的民主教育学就试图重构不同教育学之间的关系,以不可见的民间教育学取代传统上可见的专业教育学。当然,这种取代只有在作为一种全新的制度教育学的参与式民主的基础之上才有可能真正实现。For a quite long historical period, the pedagogy suitable to democracy has mainly been the professional pedagogy which, on the one hand, is a set of effective communication and organization skills related to the modem context, and on the other hand, depends on the mass democracy （onlooking democracy） hung together with the bureaucracy. It should be noted, however, that the pedagogy in a democratic situation is not only the professional one, and the democracy itself would not necessarily require teachers or the teacher vocation further professionalized. Actually, what＇s the intention of Dewey＇s democratic pedagogy is to reconstruct the relationship between different pedagogies and consequently to substitute the invisible folk pedagogy for the traditional visible professional pedagogy. Indeed, that substitution can not be self-fulfilled unless based on the participant democracy which in a sense just means a bran-new institutional pedagogy.

关 键 词：专业教育学 民主教育学 民间教育学 制度教育学 教师专业发展 

分 类 号：G650[文化科学—教育学]