教育学史上知识价值问题的回顾与反思  

Review and Reflection on the Value of Knowledge in the History of Pedagogy

作　　者：夏剑[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《教育理论与实践》2016年第6期3-6,共4页Theory and Practice of Education

摘　　要：知识价值问题是教育学史上的焦点问题之一,从其表现来看,可分为文艺复兴、科学主义兴起、人文主义复归以及后现代主义盛行等阶段。在不同阶段,或是从知识的功用性价值确立古典知识、科学知识、人文知识的价值地位,或是追问知识的价值合法性,或是超越知识本身而确立知识创造的过程价值。在这一历史过程中,价值主体是知识价值问题致思的原点,非教育性的价值取向是其主要特征,而以学生个体作为价值主体继续追问知识价值问题则是其可能走向。The value of knowledge is one of the core issues in the history of pedagogy. We can divide the history into several periods from renaissance, scientism, and humanism to postmodernism in terms of its presentation. In different peri- ods, educators maybe pay attention to the instrumental value of knowledge and highlight the value of classic knowledge, scientific knowledge and humane knowledge; or maybe they rethink the validity of knowledge; or they support the value of process of creating knowledge by transcending the knowledge itself. In the history, the value subject is the starting point of pondering on the value of knowledge with the non-educative value orientation as the main characteristic, and it will be pos- sible to regard the individual student as the value subject to reflect on the value of knowledge.

关 键 词：教育学史 知识价值 古典知识 科学知识 人文知识 价值主体 学生个体 

分 类 号：G40-011[文化科学—教育学原理]