论现代教育学的若干成就  

On the Several Achievements of Modern Pedagogy

作　　者：底特利希.本纳 彭正梅[2] 

机构地区：[1]柏林洪堡大学教育学院 [2]华东师范大学国际与比较教育研究所,上海200062

出　　处：《基础教育》2013年第4期5-12,共8页Journal of Schooling Studies

基　　金：上海市哲学社会科学一般项目"价值多元与价值统一:德国道德教育理论与实践"(项目编号2009BJY005)

摘　　要：现代社会与前现代社会的不同之处在于各行动领域以及社会分支系统之间不再存在一种超越所有领域的总体逻辑。各行动领域和社会分支系统处于一种非等级性的相互依赖关系之中,它们都有着不同的自身逻辑。其他领域对于教育的要求,必须按照现代教育学自身逻辑的四个基本概念:可塑性、主动性要求、教育转化和非等级性,转化为教育的自身要求。此外,现代社会中的社会、共同体、国家和个体之间的区分要求现代教育的合法性不能主要从国家出发并由国家来加以确立。he modem pedagogy differs from the pre- modem pedagody is that an integrated logic which transcends all the subsystems of the whole human praxis doesn＇ t exist anymore in modem society. Each differentiated praxis and the social sub - system respectively have their own logics, forming a non - hierachical relationship among them. The pedagogical requests from the other differentiated praxis and sub - system must be transferred to the request of pedagogy itself according to the four principles of modem pedagogy which are formability, self - activity demanding, pedagogical transform and non - hierachie. Meanwhile, the distinction between society, community, state and individual in the modem society requires that the modern pedagogical legetimacy cannot be maily justified by the state and through the state.

关 键 词：现代教育 教育的自身逻辑 教育转化 

分 类 号：G40[文化科学—教育学原理]