教育学的普遍性格: 一种基于公共理性的道德承诺  

The Universal Character of Pedagogy:A Moral Commitment Based on Public Reason

作　　者：张桂 ZHANG Gui(Faculty of Philosophy,Nanjing University,Nanjing 210023,China;College of Education,Wen Zhou University,Wenzhou Zhejiang 325035,China)

机构地区：[1]南京大学哲学系,南京210023 [2]温州大学教育学院,浙江温州325035

出　　处：《教育学报》2022年第2期3-12,共10页Journal of Educational Studies

基　　金：全国教育科学“十三五”规划2018年教育部重点课题“乡村学校德育中乡土伦理文化的传承研究--基于乡村振兴战略的视角”(课题编号:DEA180346)的研究成果。

摘　　要：作为一门实践学科,教育学的合法性取决于教育学的普遍性能否证成。在方法论上,教育学的普遍性需要对教育实践的合道德性进行普遍性证成,这从理论上意味着需要回应道德相对主义的挑战。然而,一个更深刻的观念现象是,教育学对普遍性的追求仍然会受制于理性多元论的现代处境。需要一种基于公共理性的公共教育学,通过提出一种公共教育观来证成教育学的普遍性格,达成理性多元论之间的重叠共识。不重视乃至遮蔽教育学的普遍性格,不恰当地强调教育学的文化性格,不利于教育学的健康发展。As a practical science,the legitimacy of pedagogy depends on whether the universality of pedagogy can be proved.In terms of methodology,the universality of pedagogy needs to be universally proven in the moral justification of educational practice.This theoretically means that we need to respond to the challenges of moral relativism.However,a more profound concept is that the pursuit of universality in pedagogy may still tackle with a modern situation of rational pluralism.Therefore,a public pedagogy based on public reason is needed to achieve an overlapping consensus between rational pluralism by proposing a notion of public education to justify the universal character of pedagogy.So,it is not conducive to the healthy development of pedagogy to neglect or even obscure the universal character of pedagogy and improperly emphasize the cultural character of pedagogy.

关 键 词：普遍性 道德相对主义 公共理性 公共教育学 文化性格 

分 类 号：G40[文化科学—教育学原理]