中美高等教育哲学研究的差异——兼论彰显“生命性”的高等教育哲学  

On the Philosophy Differences of Higher Education between China and America

作　　者：刘亚敏[1] 

机构地区：[1]太原理工大学外国语学院,山西太原030024

出　　处：《比较教育研究》2013年第11期71-77,共7页International and Comparative Education

基　　金：教育部2008年人文社会科学研究项目"中国教育研究的理论反思"(08JA880025)的阶段性研究成果;华中科技大学博士学位论文创新基金资助

摘　　要：本文通过对中美高等教育哲学的比较,发现二者在研究路径、逻辑起点以及对高等教育的属性的认识等方面存在着较大的差异,并就此提出了自己的看法。高等教育哲学研究的性质是作为行事依据的事理研究,需要同时肯定逻辑与经验的双重作用;应该在知识与人的双重关照下建构真正的高等教育哲学;应该同时兼顾高等教育的共相与殊相,努力将高等教育的教育性、学术性、职业性融为一炉。在此基础上,期待一种彰显"生命性"的高等教育哲学。The philosophy of higher education in China is developing on the basis of critical thinking about Brubaeher＇s Philosophy of Higher Education, and forming several different viewpoints. The results from comparing the philosophy of higher education between China and America shows that there are several differences in the aspects of research path,logical starting point and basic attribute etc. In my view,the philosophy of higher education should affirm the double effects of experience and logic, complete the theoretical construction in the version of both profound knowledge and people, and integrate educational nature, academic nature, occupational nature into each other. Moreover, we expect a new philosophy of higher education which reveals the life influence of higher education.

关 键 词：高等教育哲学 事理研究 高深知识 教育性 (中美比较)或美国 中国 

分 类 号：G640[文化科学—高等教育学]