中国传统教育哲学的研究方法论探讨  

On the Research Methodology of Chinese Traditional Philosophy of Education

作　　者：刘峻杉[1] LIU Jun-shan(Elementary Education College, Capital Normal University, Beijing 100048, China)

机构地区：[1]首都师范大学初等教育学院,北京100048

出　　处：《教育学报》2021年第6期25-37,共13页Journal of Educational Studies

基　　金：国家社会科学基金2017年度教育学一般课题《中国传统核心价值观与当代德育的共鸣融合》(课题批准号:BEA170110)的阶段性成果。

摘　　要：中国传统教育哲学的研究需要通过对方法论的反思,来寻求突破和加速发展。从基本定位与根本追求来看,中国传统教育哲学需要联结好中国哲学与教育学的思想,激活本土的思维和话语方式。在主要研究定向上,中国传统教育哲学既需要继承经典诠释传统而“返本开新”,也不能忽视围绕当下教育问题而与现有的主流学术理论和通行话语展开“思想比较”和“话语关联”。跨越古今思维方式的差异,实现理解与诠释过程中“意义场”的联通性,是这个领域内关键的研究难点。优化基本范畴和理论框架以作为公共知识背景和基本前提,深刻诠释关键观念或概念以作为基本话语工具,在故事情境中开显“精神”以焕发生机和活力,是当前阶段需要重视和优先解决的研究课题。The research of traditional Chinese Philosophy of Education needs to seek breakthroughs and accelerate development through reflection on methodology.From the perspective of fundamental pursuit and basic positioning,traditional Chinese Philosophy of Education needs to link the thoughts of Chinese philosophy and pedagogy,and activate the local way of thinking and discourse.In terms of the main research paradigm and orientation,traditional Chinese educational philosophy needs to inherit the classic interpretation tradition and“return to the original”,but also cannot ignore the“ideological comparison”and“discourse connection”with the existing mainstream academic theories and popular discourse around the current educational issues.It is a key research difficulty in this field to bridge the difference between ancient and modern thinking modes and realize the connectivity of the“meaning field”in the process of understanding and interpretation.Optimizing the basic categories and theoretical framework as the public background and basic premise,profoundly interpreting key concepts or concepts as the basic discourse tool,and enlightening the“spirit”in the context of the story to rejuvenate and vitalize,this is the current stage that requires attention and priority.Research topics.

关 键 词：经典诠释 思想比较 思维方式 基本范畴 理论框架 

分 类 号：G40-02[文化科学—教育学原理]