从对立到共存:论教育研究中的本质主义与反本质主义  

From Opposition to Coexistence:Essentialism and Anti-essentialism in Pedagogical Study

作　　者：郭中华[1] 陈振中[2] 

机构地区：[1]广西师范大学成人教育学院,广西桂林541004 [2]广西师范大学教育科学学院,广西桂林541004

出　　处：《广西师范大学学报（哲学社会科学版）》2014年第3期135-138,共4页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：2011年度教育部人文社会科学研究一般项目"性别与教育再生产--广西农村女性社会流动的教育因素研究"(11YJA880039)

摘　　要：本质主义和反本质主义是思想史上两种相对的哲学研究取向。受其影响,教育领域亦相应地出现过本质主义和反本质主义两种不同的研究取向及争议。其实,无论是本质主义还是反本质主义,虽然都从不同维度启发了教育研究的思维方式,但都未能完整地把握教育的本相。教育研究的本质主义与反本质主义是互补的和辩证统一的,应该充分发挥它们各自的特点,从对立走向共存。The essentialism and antiessentialism are two kinds of relative philosophical research orientation in ideological his tory. On account of its influence, in the education field, accordingly, there appeared these two different orientations or dis putes. In truth, either essentialism or antiessentialism, from different dimensions, has enlightened the way of thinking in ed ucation research. They both failed to grasp the essence of education. However, essentialism and antiessentialism are comple mentary and dialectically unified, and we should give full play to their respective characteristics, from opposition to coexis tence.

关 键 词：教育研究 本质主义 反本质主义 

分 类 号：G40-02[文化科学—教育学原理]