教育学的坏理论研究之二：教育学的话题体系  

The Second Discussion on Bad Theory of Education: The Topic System of Pedagogy

作　　者：杨开城[1,2] 

机构地区：[1]北京师范大学教育技术学院,北京100875 [2]北京师范大学教育信息技术协同创新中心,北京100875

出　　处：《现代远程教育研究》2014年第1期3-10,19,共9页Modern Distance Education Research

摘　　要：任何理论都有其独立的命题网络。但教育学并不拥有自己的命题网络,倒是充满了各种争论性的话题。这些话题中,有些是其他学科"观照"教育的结果,本不属于教育学,也不是教育实践的核心关切,包括教育的起源、发展史、教育与其他事物的关系、教育者与受教育者的关系、所谓的教育规律和教育原理、各种教育的影响因素等等;有些话题无所谓结论,话题的争论本身似乎比结论更有吸引力,包括教育教学的本质、各种对象的构成要素和功能、教育是科学还是艺术、什么知识最有价值、教育是否具有相对独立性等等;有些话题只具有抽象的形而上学意义,比如教育的终极目的、各种教育主张以及相应的批判;有些话题只是职业行动规范及其解释,却被描述成了理论的样子。教育学拥有如此庞大的话题体系却让人体验到一种理论上的虚弱感。从性质上看,这些话题无法衍生出理论命题,这使得这个话题体系已经由曾经的学术成就转变为教育学难以摆脱的学术包袱。Any theory has its own proposition network. However, pedagogy is full of disputable topics. Some topics are only discussions about education in other disciplines instead of pedagogy terms and are not focus concerns of education practice, such as ＂the origin and history of education＂, ＂the relationship between education and other things＂, ＂the relationship between teachers and students＂, the so-called ＂educational laws and principles＂, ＂the influencing factors on education＂, etc. Some topics lead to no actual conclusions and the argumentations around them seem more attractive than their conclusions, such as ＂the essence of education and instruction＂, ＂components and functions of educational objects＂, ＂is education science or art＂, ＂which knowledge is most valuable＂, and ＂is education relatively independent＂, etc. Some topics, such as ＂the final aim of education＂, ＂claims and criticisms on education＂, only have abstract metaphysic meanings. Some topics are only specifications of educational norms but are described as theories. The huge amount of topics around pedagogy cannot save it from being a weak theory and can＇t be transformed into theoretical propositions. The topics system, once considered as achievements of pedagogy, has become an academic burden.

关 键 词：教育学 命题网络 话题体系 教育规律 坏理论 

分 类 号：G40[文化科学—教育学原理]