重探教育哲学性质及其与教育实践的关联——兼及对中国教育哲学当下研究与教学反思  

Re-exploring the Nature of Educational Philosophy and It’s Relationship with Educational Practice:On the Current Research and Teaching of Chinese Philosophy of Education

作　　者：简成熙 CHIEN Cheng-hsi(College of Education,Pingtung University,Pingtung Taiwan 90003,China)

机构地区：[1]屏东大学教育学院教育行政研究所,中国台湾屏东90003

出　　处：《北京教育学院学报》2022年第5期1-17,共17页Journal of Beijing Institute of Education

摘　　要：教育哲学是从哲学视野探究教育的一门学科,但衡诸20世纪英美教育哲学的发展,却一直存在着学科认同的问题。哲学家认为教育哲学深度不足,一般教育人员则认为教育哲学无助于实际问题的解决。20世纪中叶分析教育哲学发展前,布鲁巴赫、布劳迪、普莱斯及《哈佛教育评论》对此已有深入讨论。分析范式虽然进一步确认教育哲学的学术性格,但仍无法完全促进教育实践。英国1990年代后仍有赫斯特与卡尔关于教育哲学是理论哲学还是实践哲学之辩。教育哲学的性质以及如何指引教育实践,英美的学术讨论可以提供我们建构教育哲学的宝贵启示。中国教育哲学史的发展应该从教育议题出发,一方面从中西古典学等“大传统”汲取智慧,同时不要忽略“小传统”如民间故事戏曲等所载负的教育意义。另一方面,也必须更深入理解西学,融会中西。同时,中国也应该引领世界马克思教育思想理论研究与实践探索的开展。Philosophy of education is a discipline that explores educational issues from philosophical perspectives, but there has been a serious crisis of academic identity in the development of educational philosophy in Britain and the United States in the 20 th century. Philosophers believe that educational philosophy is not deep enough, and educators in general believe that educational philosophy is not helpful in solving practical problems. Before the development of analytical philosophy of education in English-speaking world in the middle of the 20 th century, J. Brubacher, H. Broudy, K. Price and authors of Harvard Educational Review had in-depth discussions. Although the analytical paradigm further confirms the academic character of philosophy of education, it still fails to promote educational practice. Debate between Hirst and Carr on whether educational philosophy is a theoretical philosophy or a practical philosophy after the 1990 s. As for the nature of educational philosophy and how to guide educational practice, the academic discussion in Britain and America can give us many enlightenments to construct our educational philosophy. The development of Chinese philosophy of education should start from educational issues. On the one hand, while drawing wisdom from great traditions such as Chinese and Western classics, we should not ignore the educational significance of little traditions such as ancient folk stories and contemporary film and television works. On the other hand, it is also necessary to have a deeper understanding of Western academic tradition and integrate the East and the West. At the same time, China should also lead the world in the theoretical research and practical exploration of Marx’s educational thought.

关 键 词：教育学 教育哲学 教育史 教育实践 

分 类 号：G40-02[文化科学—教育学原理]