发现当代教育学的理论“硬核”:彼得斯和弗莱雷教育过程观的比较分析  

Discover the "Hard Core" of Modern Educational Theory:A Comparative Analysis of Peters and Freire's Views of Education Process

作　　者：朱洪洋[1] 

机构地区：[1]中国人民大学教育学院,北京100872

出　　处：《外国教育研究》2015年第11期32-40,共9页Studies in Foreign Education

摘　　要：彼得斯和弗莱雷都是20世纪在全球享有盛誉的教育学家。彼得斯将分析哲学的研究方法引入教育学研究,对教育中的基本概念进行了理论澄清,并基于社会整合论提出了"教育即启导"的全新教育观。弗莱雷立足社会冲突理论,在批判教育实践中不公平现象的基础上,提出了教育即解放的革命性理念。二者都提倡建构一种基于交往关系的教育过程且重视批判性思维在其中扮演的关键角色,并开发各种辅助假说以维护其核心理论。尽管二者的教育理论采取截然不同的理论视角,但试图维护的核心观点却是相似的,这正构成了当代教育学的理论"硬核"。Both of Peters and Freire are global reputation for pedagogy in twentiethCentury. Peters introduced the research methods of analytic philosophy to the study of peda-gogy and clarified the basic concepts of education. He put forward a new concept of educa-tion based on the theory of social integration—education as initiation. In his critique of theunfair phenomenon exist in the educational practice,Freire put forward his revolutionaryidea based on the theory of social conflict—education is liberation. Both of them advocateto construct the education process based on communication relationship and think highly ofthe key role of critical thinking. In addition,they develop various auxiliary hypotheses tomaintain their core theories. Although their educational theories take different perspectives,the core viewpoints they attempt to preserve are indeed similar and constitute the hard coreof modern educational theory.

关 键 词：教育过程 教育学 师生关系 

分 类 号：G40-052[文化科学—教育学原理]