人类教育认识论纲  

The Outline of Human Educational Cognition

作　　者：刘庆昌[1] LIU Qingchang

机构地区：[1]山西大学教育科学学院,太原030006

出　　处：《华南师范大学学报（社会科学版）》2022年第4期5-19,205,共16页Journal of South China Normal University：Social Science Edition

摘　　要：面对人类教育认识,我们的认识论追求应该是对以下问题的回答:其一,教育认识领域是如何产生的,它是否与教育活动相伴而生?其二,作为教育认识对象的教育究竟是什么?其三,作为动词的教育认识意味着什么,它究竟在追求什么?其四,我们应该如何看待教育认识的主体?作为对上述问题的回应,我们从考察世俗意义上的教育认识出发,运用哲学思辨的方法,获得了关于人类教育认识如下基本判断:“教育世界”是教育认识在哲学认识论意义上的完全对象;在根源和整体的意义上,教育研究才是人类教育认识的基本存在方式。教育认识是与人类生存和发展相联系的创造性劳动,既然如此,教育认识者自然要拥有劳动的理性,要知道自己是为了求教育之知、为教育之用而在,知道自己必须进行发现、发明和创造,并知道自己应该通过教育认识获得教育的道理。As regards human educational cognition,our epistemology should pursue the answers to the following questions.First,how does the field of educational cognition come into being?Does it go hand in hand with educational activities?Second,what is education as the object of education cognition?Third,what does“educational cognition”as a verb mean?What does it pursue?Fourth,how should we perceive the subject of educational cognition?As a response to the above questions,we start with examining educational cognition in the secular sense and use the method of philosophical speculation to obtain the following basic judgments about human educational cognition:“educational world”is the complete object of educational cognition in the sense of philosophical epistemology;educational research is the basic mode of human educational cognition in terms of its origin and system.Educational cognition is the creative labor connected with human existence and development.Thus,education-cognizers should be endowed with the rationality of labor and know that they work for the knowledge of education and the use of education,that they must discover,invent and create,and that they should obtain the truth of education through educational cognition.

关 键 词：教育认识 教育世界 教育研究 教育知识 

分 类 号：G40[文化科学—教育学原理]