去“他性”视角下传统教育学的理性嬗变及价值辨析——从赫尔巴特到本纳的德国教育学构建之路  

The Rational Evolution and the Value Analysis of Traditional Pedagogy through the Perspective of“Otherness Removal”——The Development of German Pedagogy from Herbart to Benner

作　　者：刘梅梅[1] 

机构地区：[1]哈尔滨师范大学教育科学学院,黑龙江哈尔滨150025

出　　处：《教育理论与实践》2015年第5期12-15,共4页Theory and Practice of Education

摘　　要：采用文本分析的方法,对德国传统教育学的构建之路进行梳理表明,从赫尔巴特到本纳,其教育学的基本立场是一致的,表现为具身性、实践性、科学性和基础性四个方面。将传统教育学发展置于历史分析中,去除"他性"的认识,还原教育学发展与构建的可能性和重要性,是对当前教育学学科发展的理性认识。Adopting the text analysis method, the construction of German traditional pedagogy was sorted. The results show that the basic pedagogical position from Herbart to Benner had always been accordant, and to be specific, being his- torical, modern, practical and basic. Therefore, understanding the traditional pedagogy development in the historical context removing the ＂othemess＂ and restoring the possibility and importance of the development and construction of pedagogy de- velopment will be a reasonable way to understand the current educational discipline development.

关 键 词：传统教育学 去“他性” 嬗变 

分 类 号：G40-011[文化科学—教育学原理]