复杂性理论视域下比较教育学范式的反思  

Reflection on the Paradigm of Comparative Pedagogy from the Perspective of Complexity Theory

作　　者：王雪娇[1] 马立武[1] WANG Xue-jiao;MA Li-wu(Shenyang Normal University,Shenyang110034)

机构地区：[1]沈阳师范大学,沈阳110034

出　　处：《潍坊工程职业学院学报》2021年第2期25-30,共6页Journal of Weifang Engineering Vocational College

摘　　要：20世纪复杂性理论引导着学术界思维范式的转换,人文与科学主义研究者都意识到世界变革与边缘化理论对学术界的影响。本文从莫兰的复杂性理论的主要观点切入,阐述了比较教育学范式的发展历程,尝试以复杂性理论对比较教育学复杂性范式的构建与变革提出建议,主要以"质化"与"量化"的混合、"整体论"与"还原论"的整合、世界"有序性"与"无序性"的发展、把握非线性思维与存在的不确定因素,以此建立一个"元系统"研究结构,并且以多元个性的未来文化发展观看待新时代比较教育学范式的发展困境。In the 20th century,the theory of complexity led to the transformation of thinking paradigm in the academic circle,and both the researchers of humanities and scientism realized the influence of the theory of world change and marginalization on the academic circle.Starting from the main point of view of Moran's complexity theory,this paper expounds the development process of the comparative pedagogy paradigm,and it tries to make suggestions on the construction and transformation of the comparative pedagogy complexity paradigm based on the complexity theory until now,mainly with the mixture of“qualitative”and“quantitative”,the integration of“holistic”and“reductionist”,the development of“order”and“disorder”in the world,grasping the non-linear thinking and the uncertain factors of existence,so as to establish a“meta system”research structure and look at the development dilemma of comparative pedagogy paradigm in the new era with the perspective of pluralism and personality future cultural development.

关 键 词：复杂性理论 研究范式 比较教育学 

分 类 号：G40[文化科学—教育学原理]