教育的学术传统:内涵与追求  

Education Academic Tradition:Connotation And Pursuit

作　　者：吴原[1] 

机构地区：[1]天水师范学院教育学院,甘肃天水741001

出　　处：《当代教育与文化》2014年第3期18-23,共6页Contemporary Education and Culture

基　　金：2013年度甘肃省社科规划项目"‘实践崇拜’现象与教育改革的价值取向研究"(13YD034);天水师范学院中青年教师科研资助项目(TSA1327);天水师范学院"青蓝人才"工程基金项目

摘　　要：教育是与生活同构的探究活动,这一性质使教育在寻找突破,关注人生的过程中形成了自身独特的学术传统。教育的学术传统不是约定俗成的做法或习俗,也不是既定的规范与知识,而是由教育寻找人的发展与成长的内在诉求所驱使而形成的实践意图,它决定了教育要以行动的方式创造而不是以规范的方式制造生活。从本质上看,教育的学术传统指向于真实的人而不是抽象的人,面对着完整的生活而不是碎片的生活。挖掘与重申教育的学术传统,是实现教育行动的开创性、决定教育方法的多样性和保证教育形式的复杂性的前提,是挖掘教育原点精神、促进教育理论进步的基础性工作。Education and life are isomorphic exploration activities . This nature causes education formed its ow n unique academic tradition in the process of seeking breakthroughs and paying attention to life . Academic tradition of education is not the common practice or custom , nor established norms and knowledge ,but to search for the practice intention driven by the internal demands for human growth and development . It determines education should create life in the form of action rather than making life in the form of specification . In essence , the academic tradition education directed to is real rather than abstract people , is in the face of the full life rather than fragments of life . Mining and reiterating the academic traditions of education is the premise to achieve the groundbreaking of education action , to determine the diversity of education method and guarantee the complexity of education form , is the basic work to mine education origin spirit and promote the progress of education theory .

关 键 词：教育学术传统 生活探究 内在诉求 现实表现 

分 类 号：G40[文化科学—教育学原理]