教育学宏大理论的式微与回归  

On the Decline and Return of the Grand Theory of Pedagogy

作　　者：许建美[1] Xu Jianmei(the Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou 311121)

机构地区：[1]杭州师范大学经亨颐教育学院,杭州311121

出　　处：《教育研究》2022年第4期39-51,共13页Educational Research

摘　　要：对宏大理论、宏大叙事的反省和拒斥,构成了20世纪后期人文社会科学研究的主要图景之一。自杜威以降,教育学宏大理论建构走向整体性式微。这一发展趋势,主要并非由教育学科内部自发启动,而是受人文社会科学整体发展态势的影响。在这一过程中,教育实证研究的发展,在推进教育研究科学性和可靠性的同时,也压制了教育学宏大理论的发展;系谱学研究向教育领域的渗透,极大地丰富了教育研究的样态,也动摇了教育学科中宏大理论的存在根基;教育学的内裂与外解,在促成教育学由“普通教育学”到复数“教育科学”发展的同时,也在一定程度上成为消解教育学宏大理论的内在力量。缺乏宏大理论的支撑,仅靠碎片化的知识和数据,难以形成关于人—教育—社会的整体性认知。在一个倡导学科深度交融、知识跨界创新的时代,呼唤宏大理论的回归,应该成为教育学尤其是中国教育学实现转型的前提。教育学研究需要聚焦原生性、本己性的大问题,回归整体性思维,建构“全社会教育”的思考框架,重建教育学与“大哲学”的关系。教育学宏大理论的回归,并非简单地回到教育学的起点重新开始,而是在对理论传统和学科源流的温习与回溯中实现回归突破与转型重生。The reflection and rejection of grand theories and grand narratives constituted one of the major scenes of the research into humanities and social sciences in the late 20th century.After Dewey,the construction of the grand theory of pedagogy declined as a whole.This trend was not started by the discipline of pedagogy,but affected by the overall trend of the development of humanities and social sciences.During this process,the development of empirical research into education advanced scientific and reliable educational research,but suppressed the development of the grand theory of pedagogy;the influence of genealogy on the field of education greatly enriched the styles of educational research,and shook the foundation of the grand theory of pedagogy;and the internal and external disintegration of pedagogy promoted the transformation of pedagogy from"general pedagogy"to"educational sciences,"but to some extent became the inner force to dispel the grand theory of pedagogy.However,without the support of grand theories,it is difficult to form a holistic understanding of humanity,education and society by relying on fragmented knowledge and data alone.In an era advocating the deep integration of disciplines and the cross-border innovation of knowledge,the call for the return of grand theories is supposed to become the premise for the transformation of pedagogy,especially Chinese pedagogy.Pedagogy needs to focus on original big problems,return to holistic thinking,construct a thinking framework of"education for all society,"and rebuild the relationship between pedagogy and"great philosophy."The return of the grand theory of pedagogy is not simply to return to the starting point of pedagogy,but to achieve breakthrough and transformation in the review of theoretical traditions and disciplinary sources.

关 键 词：宏大理论 系谱学 实证主义 学科分化 普通教育学 

分 类 号：G40[文化科学—教育学原理]