西方老年教育学科思想:发展、争鸣与特色  

Thoughts about Geragogy in West Countries:Development,Contention and Features

作　　者：李洁[1] LI Jie(Institute of Sciences,East China University of Political Science and Law,Shanghai 201620)

机构地区：[1]华东政法大学科学研究院,上海210620

出　　处：《比较教育研究》2021年第6期105-112,共8页International and Comparative Education

基　　金：全国教育科学规划国家一般项目“中国老年人‘精神性’的教育建构研究”(项目编号:BKA170234)。

摘　　要：在18世纪开始兴起并不断繁盛的成人教育及其学科发展的背景下,老年教育学伴随20世纪中后期欧美国家老年学学科体系的形成,逐渐成为显学。德国、美国、英国等西方国家率先开始对老年教育学科问题进行探讨,分别形成了整合老年教育学、教育老年学和批判老年教育学的特色思想。学术界围绕老年学习者是否需要独立的教学理论这一问题形成了支持、反对和折中主义三派理论。西方老年教育学科思想主要有两个鲜明特色:具备整合的大学科意识,打破了学科分割;充分融合了平等、民主和幸福的价值理念。Under the circumstance of adult education and its discipline development beginning to rise and flourish in the 18th century,and with the formation of gerontology discipline system in Europe and America in the middle and late 20th century,Geragogy gradually became prominent.Germany,USA,and UK started to discuss the issue about Geragogy and formed three characteristic thoughts of integrative geragogy,educational gerontology,and critical geragogy respectively,and also three standpoints of support,opposition,and eclecticism about the question of whether older learners need a distinctive teaching theory.There are two distinct characteristics of the thoughts about gerogogy in West countries:the integrated consciousness of big disciplines and integrated values of equality,democracy and happiness.

关 键 词：老年教育 老年教育学 教育老年学 整合老年教育学 批判老年教育学 

分 类 号：G40[文化科学—教育学原理]