教育叙事探究中的经验及其认识论价值——基于杜威经验论的思考  

Experience in Educational Narrative Inquiry and Its Epistemological Value:Reflections Based on Dewey′s Empiricism

作　　者：徐冰鸥[1] XU Bing-ou(School of Education Science,Shanxi University,Taiyuan 030006,China)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《山西大学学报（哲学社会科学版）》2021年第6期109-116,共8页Journal of Shanxi University(Philosophy and Social Science Edition)

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

摘　　要：作为叙事探究哲学基础的杜威经验论主要体现为对经验的连续性、交互性和情境性的揭示,它使研究者对经验的把握更具有了具体性、完整性和整体性,客观上使人类对经验的研究走向深入,并在经验研究领域实现了认识范式的转换。具体来说,认识到经验的连续性,可使人通过对连续的不确定的思维统整而获得对连续性的经验整体的体悟,并进一步使研究者有条件摆脱主客分离的认识论困境;认识到经验的交互性,可使研究者面对真实且完整的对象经验,进而使他们能够叙述出真的经验,并与被研究者合作重构出一种真实的意义;认识到经验的情境性,可使研究者把教育事件视为程序运作及与其相关的各种物质性和社会性因素的联合作用而非一种单纯的程序运作。Dewey′s empiricism,as the philosophical foundation of narrative inquiry,is mainly reflected in the revelation of the continuity,interactivity and contextuality of experience.It helps researchers grasp the experience more concretely,completely and integrally,objectively leading to an in-depth study of experience and realizing the transformation of cognitive paradigm in the field of empirical research.Specifically,recognizing the continuity of experience can enable people to obtain an overall understanding of the continuity of experience through the integration of continuous and uncertain thinking,and further enable researchers to get rid of the epistemological dilemma of subject-object separation.Recognizing the interactivity of experience enables researchers to face real and complete object experience,which in turn enables them to narrate the real experience,and work with the individuals to reconstruct a real meaning.Recognizing the contextuality of research enables researchers to view educational events as a combination of procedure operation and various material and social factors rather than a pure procedure operation.

关 键 词：教育叙事探究 经验 连续性 交互性 情境性 

分 类 号：G40-032[文化科学—教育学原理]