重建诗化教育学  

To Reconstruct the Poeticized Pedagogy

作　　者：李均[1] 

机构地区：[1]深圳大学高等教育研究所,广东深圳518060

出　　处：《高等教育研究》2013年第1期56-61,共6页Journal of Higher Education

基　　金：教育部人文社会科学研究规划基金项目(10YJA880062)

摘　　要："诗化"是当代人文学科发展中一个值得关注的现象和趋势。哲学等人文学科通过与文学、诗学的联姻,借助诗化语言,追求诗意境界,走出科学主义的窠臼,达到与生活世界乃至生命的融通。在历史上,教育学也曾有过"诗化"形态,但随着近代教育学科学化进程的加快,诗化教育学迅速衰微。重建诗化教育学的实质是当代教育学的语言学转向,它不仅能推动教育学语言表达与认识论的变革,使其更加接近真实的教育生活世界,而且能引导教育逐步摆脱工具主义价值观的羁绊,走向诗化的理想境界。＂Poetization＂ is a phenomenon and trend deserved attention of contemporary humanities study. In order to get out of the trap from scientism and integrate with life world and lives, humanities like philosophy try to combining literature and poetics, with the help of poetic language and poetic realm. In history, pedagogy has a poeticized body, which fades rapidly with accelerating scientific steps of modern pedagogy. To reconstruct the poeticized pedagogy is a turn of the contemporary pedagogy in linguistics. It could promote the revolu tion of pedagogical language expression and the epistemology change, making it closer to ed- ucation life world. And also, the poeticized pedagogy can lead education to shake off instru mentalism values gradually, heading for an ideal poetic condition.

关 键 词：诗化教育学 教育学 科学化 诗化 

分 类 号：G40-03[文化科学—教育学原理]