社会教育学学科理论的演变及创生  

Evolution and Creation of the Disciplinary Theory of Social Pedagogy

作　　者：娜仁高娃[1] NAREN Gao-wa(School of Educational 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：《宁波大学学报（教育科学版）》2022年第1期54-63,共10页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金教育学青年课题“制度效应与秩序回归:我国当前语境下社会教育实践困境与突破”(CAA170242)。

摘　　要：形成中国本土化特色的社会教育学,应以明晰学科理论的创生逻辑为起点。依据学科理论的发展演变,发现“社会教育学”最初起源于“教育学理念的社会性展开”,而后逐渐聚焦于“社会问题的教育性尺度”,发展到当前则指向的是“学习型共同体的构建”。这说明社会教育学学科理论的创生遵循的是“社会需求逻辑”,凸显了社会教育学应对不同时期的社会需求,优先生成社会价值的理论建构导向。因而,我国当前社会教育学学科理论的创生需要教育理论工作者有意识地遵循这一逻辑,在尊重知识生产规律的基础上尽可能地考虑社会发展的当前需要以及未来需求。具体表现在:向内要自觉养成学科理论思维,做好克服实践矛盾的认知准备;向外要深刻理解中国当前社会语境,全力聚焦本土生活实践。The developmentof social pedagogy with Chinese localizedcharacteristics needs toclarify the creativelogic of the disciplinarytheorythatsocial pedagogy has evolvedfrom the social inceptionof pedagogicalconcepts,then to thefocused on the educational scale of social problems,and increasingly to today’s construction of learning community.This change shows that the creation of the disciplinarytheory of social pedagogy follows the logic of social needs that social pedagogy is required to meetin different periods to develop the theoretical guidance of generating social values.Therefore,China’screation of the disciplinarytheory of social pedagogy requires researchers to consider the current and future needs of the social advanceon the principleof knowledge generation,which is embodied in the following aspectsof inwardly cultivatingthe disciplinary way oftheoretical thinkingto make cognitive preparation for overcoming practical contradictions,and outwardlyunderstanding China’s current social contexttofocus on local living practice.

关 键 词：社会教育学 学科理论 社会需求 演变 创生 

分 类 号：G40-01[文化科学—教育学原理]