教育概念的个人认识史  

The Development of Personal Knowledge on Educational Concepts

作　　者：刘庆昌[1] LIU Qing-chang(College of Education Science,Shaanxi University,Taiyuan,Shanxi,030006,PRC)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《当代教育与文化》2020年第3期1-9,116,共10页Contemporary Education and Culture

摘　　要：研究者个人对某个问题的认识历程就是个人对某一问题的认识史,这看起来好像是研究者个人的事情,实际上是具有公共的学术价值的。研究者对教育概念进行了长达30多年的思考,一方面获得了教育概念认识上的不断进展,而且自然生成了一个教育概念的认识史个案。简而言之,研究者对教育概念的认识经历了三个阶段:第一阶段是无批判地接受了一种权威的教育界定;第二阶段是从"教育性"概念入手进行分析,获得"教育是一种善意的干预"这一结论;第三阶段是通过对"教育性"判定依据的追寻,获得了"教育意念的结构"。研究者对教育概念的认识,从接受成见到生发出个性化认识,这个过程的实质是对教育从外部形象到内在依据的谨慎认知。The process of a researcher’s cognition of a particular item is his or herpersonal knowledge development,which seems to be the matter of the researcher himself or herself,but actually has public academic value.Having pondered on the concept of education for more than 30 years,the authorhas obtained the continuous progress in the understanding of the concept of education,and has naturally generated a case of the history of knowledge of the concept of education.In short,the author’s understanding about the concept of education has gone through three stages:The first stage is to accept an authoritative definition of education without criticism.The second stage is to analyze the concept of"education"and get the conclusion that"education is a kind of well-intentioned intervention".The third stage is to obtain the"structure of educational ideas"through the pursuit of the"educational"judgment basis.In this paper,the author’s understanding of the concept of education,from the acceptance of authoritative definition to the generation of personalized knowledge,the essence of this process is from the external image of education to the internal basis of careful cognition.

关 键 词：教育概念 个人认识史 影响 干预 意念 

分 类 号：G40[文化科学—教育学原理]