论教育学的语言转向  

On the Language Transition of Pedagogy

作　　者：姜勇[1] 庞丽娟[2] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062 [2]北京师范大学教育学部,北京100875

出　　处：《教育理论与实践》2009年第11期3-6,共4页Theory and Practice of Education

基　　金：上海市哲学社会科学规划课题(2004JYS006);上海市教育科学规划课题(B0444)的成果之一

摘　　要：近年来,教育学在学科发展中遭遇了一些困境,特别表现在追求科学化的同时,忽视了教育的人文精神与关怀旨趣。要走出困境,教育学就要发生语言转向。发生语言转向的教育学逐渐摆脱实证科学的窠臼,走向"生命关怀",关注个体的存在与沟通理解。语言转向的教育学意味着话语风格的转变,从"实证范式"转向"诗化境界";意味着教育学语言境域的转变,从"科学世界"转向"生活世界";意味着教育学语言体系的转变,从"实体关注"转向"精神关注"。In recent years pedagogy has met with some difficulties in the subject development, especially neglecting the humanistic spirit and the purport of showing solicitude while seeking the scientific process. In order to get out of the difficulties, the language transition of pedagogy is inevitable, which will help to get rid of the plugs of positive science, thus leading to the care of life and the focus on the existence of individuals and their communication. It means the transition of language style, which is from the scientific pattern to the poetic field. It means the transition of language filed, which is from the scientific world to the life world. It also means the transition of language system, which is from the subject focus to the spirit focus.

关 键 词：教育学 语言转向 精神关注 

分 类 号：G40[文化科学—教育学原理]