西方教育哲学的体认与断想——兼论中国教育哲学研究  

The Recognition of and Speculation on Western Educational Philosophy:A Concurrent Discussion on the Development of Chinese Educational Philosophy

作　　者：祁东方[1] QI Dong-fang(School of Education Science,Shanxi Normal 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》2021年第6期11-19,共9页Contemporary Education and Culture

基　　金：国家社会科学基金2017年度教育学一般课题“西方教育哲学在中国的传播与影响研究”(BAA170013)的研究成果。

摘　　要：对于西方教育哲学的认识,既有从传统与现代、保守与自由、多元与共识等维度进行的探索,也有基于研究领域、哲学立场的分析。在漫长的发展历程中,流派众多、观点复杂的西方教育哲学呈现出历史性、开放性、差异性和批判性的发展特质。对其发展特质的体认与总结,对于我们深入思考中国教育哲学的本土化发展、守正与创新、教育哲学与教育实践的互动、个体研究与学术共同体的形成等问题具有一定的启发意义。Explorations have been made to understand western educational philosophy from the dimensions of tradition and modernity,conservatism and freedom,pluralism and consensus.There also has been analysis based on research field and philosophical positions.In the long process of development,various schools of Western educational philosophy with complex view points have manifested the developmental idiosyncrasy of being historical,open,differential and critical.Understanding and summarizing its developmental traits is of enlightening significance for us toponder on the localized development Chinese educational philosophy,the preservation and innovation,the educational philosophy and educational practice,and the individual research and academic community.

关 键 词：西方教育哲学 中国教育哲学 流派 发展特质 

分 类 号：G40-02[文化科学—教育学原理]