论教育理论的理性限度及超越  

On the Rational Limitations of Educational Theory and Transcendency

作　　者：郝少平[1] 么加利[1] 

机构地区：[1]西南大学教育学院,重庆400715

出　　处：《山西师大学报（社会科学版）》2010年第2期146-149,共4页Journal of Shanxi Normal University(Social Science Edition)

基　　金：全国教育科学"十一五"规划2007年度教育部重点课题(DMA070066)

摘　　要：教育理论是经过一定程度的抽象与概括,以简约、纯粹的方式来呈现的有关教育的理性认识。教育理论由于无法观照到变动不居的、非线性的、不确定的教育实践,暴露出理论理性在实践中的不足。教育实践者若一味地拔高教育理论的理性功能,会使教育理论与教育实践脱离成为一个假想的问题。教育实践者应该认识到教育理论本身的理性限度:教育理论是一时之见、一孔之见;教育实践者要在恪守教育理论理性限度的同时,通过提升其实践理性来沟通教育理论与实践。Educational theory is rational knowledge about education which is showed with simple, pure ways after a certain level of abstraction and generalization. Educational theory reveals insufficience of the theoretical ra- tionality in practice because it cant tackle the changeable, and non -linear, uncertain educational practice. If edu- cational practitioners blindly overstate rational function of educational theory, it will be divorced from educational practice and a hypothetical question. Educational practitioners should be aware of the limitations of rational educa- tional theory itself, namely educational theory is a temporary and personal view. Educational practitioners should observe the limitation of educational theory and integrate theory with practice through improving practical rationality.

关 键 词：教育理论 教育实践者 实践理性 

分 类 号：G40[文化科学—教育学原理]