“教育内外部关系规律”学术商榷的四大误区——以展立新和陈学飞开启的学术商榷为例  

Four Main Erroneous Zones of the Academic Discussion on the Law of Internal and External Relationships in Education: The Case of Academic Discussion Triggered by ZHAN Li-xin and CHEN Xue-fei

作　　者：刘磊[1] 

机构地区：[1]闽南师范大学教育科学学院,福建漳州363000

出　　处：《复旦教育论坛》2015年第6期12-19,共8页Fudan Education Forum

摘　　要：展立新和陈学飞2013年在《北京大学教育评论》第一期上撰文开启的"教育内外部关系规律"的学术商榷,引发了国内关于高等教育规律的大讨论。这一讨论在深化人们认识教育规律的同时,也存在一定的学术商榷误区:同一概念所表达的意义不同导致学术商榷不在同一层次;基于只言片语片面理解核心观点导致学术商榷目标偏离;"公共预设"的缺省导致隐含意义挖掘不足使得误解丛生;商榷标准的欠科学导致学术商榷难以取得应有的实际效果。要研究这些学术误区的本质和原因,努力构建科学的学术商榷规范,促进教育规律认识的不断深化。Discussion on the law of higher education has been triggered in China by an essay on Peking University Education Review written by ZHAN Li-xin and CHEN Xue-fei. While the discussion has deepened people＇s understanding of educational law, four erroneous zones still exist. Firstly, the different meanings of the same concept lead to different levels of academic discussion. Secondly, the one-sided understanding of core ideas leads to the deviation from the target of academic discussion. Thirdly, the default of a public presupposition leads to the insufficient digging of implied meanings and various misunderstandings. Fourthly, the unscientific standards of academic discussion lead to the difficulty to achieve the desired effect of academic discussion. In order to continuously deepen our understanding of educational law, it is imperative to study the essence and reasons behind these erroneous zones, and establish scientific norms on academic discussion.

关 键 词：教育内外部关系规律 学术商榷 误区 认知理性 实践理性 

分 类 号：G640[文化科学—高等教育学]