教育学研究“通向语言之途”:一项未竟的事业  

Pedagogical Research Gaining "Access to Language":An Unfinished Cause

作　　者：涂艳国[1] 吴河江 Tu Yanguo;Wu Hejiang

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教育研究》2022年第2期99-109,共11页Educational Research

摘　　要：哲学是教育学的重要理论基础。20世纪的哲学"语言转向"对教育学研究产生了深远的影响,打破了语言在教育学研究中的沉寂状态,开启了教育学研究"通向语言之途"。教育学研究"通向语言之途"主要有三种路径:一是借用分析哲学的方法对教育理论进行语言分析;二是以语言为视角研究教育生活中的交往;三是从本体论语言哲学出发开展教育研究。教育学研究"通向语言之途"艰难曲折,至今尚未真正抵达语言之境,因而是一项未竟的事业,回顾和反思为未来的研究提供了重要基础和有益启示。展望未来,主要的研究课题可能涉及以下方面:一是进一步加强对国外相关成果的译介与研究;二是借鉴和吸收语言学与哲学的相关研究成果,加强教育学关涉语言的研究,努力提升研究水平;三是结合我国的实际和需求,沿着教育学研究"通向语言之途"的三种路径继续深化和拓展相关研究。Philosophy serves as an important theoretical foundation of pedagogy. The "linguistic turn" of philosophy in the 20 th century had a profound impact on pedagogical research,broke the silence of language in pedagogical research,and opened up its "access to language." There are three approaches for pedagogical research to gain "access to language" :making a linguistic analysis of educational theories by means of analytical philosophy,studying the communication in educational life from the perspective of language,and carrying out educational research based on the ontological philosophy of language. The "access to language" is tortuous,and has not been successful so far;retrospection and reflection provide an important foundation and beneficial enlightenment for future research. The future research is likely to involve the following:strengthening the translation and study of related overseas research outcomes;absorbing related research outcomes from linguistics and philosophy,strengthening the research into pedagogy-related language and striving to improve the research quality;and deepen related research along the three approaches for pedagogical research to gain "access to language" based on China’s actual needs.

关 键 词：教育学研究 语言哲学 分析教育哲学 通向语言之途 

分 类 号：G40[文化科学—教育学原理]