论“生命·实践”教育学派核心概念的独特性  

On the Uniqueness of the Core Concept of the “Life-Practice” Pedagogy

作　　者：皇甫科杰 宋潇 朱琳 HUANGFU Ke-jie;SONG Xiao;ZHU Lin(Faculty of Education,Guangxi Normal University)

机构地区：[1]广西师范大学教育学部,广西桂林541004

出　　处：《教育理论与实践》2022年第34期10-15,共6页Theory and Practice of Education

基　　金：国家社会科学基金“十三五”规划教育学重大课题“中国特色社会主义教育理论体系研究”(课题编号:VAA190001)的研究成果。

摘　　要：当代中国教育学原创性研究得以实现的重要条件即形成具有中国特色的教育学概念体系,进而支撑话语体系的建构。“生命·实践”教育学所构建的学派概念体系至少可以包括以下三类:学派全新性概念,如“生命·实践”;学派更新性概念,如“教天地人事,育生命自觉”;学派衍生性概念,如“自觉→生命自觉”。相较于其他教育学概念体系而言,“生命·实践”教育学具有自身概念体系的特质——理论与实践交互生成的“理实观”,主要表现在:在基本位层上以“基本理论”研究教育问题、教育现象中的“基本”;以复杂性思维和复杂性理论作为基础的理论“细胞”再生;在理论逻辑与实践逻辑之间的“中间地带”提出第三条道路“转化逻辑”。The important condition for the realization of the original research of contemporary Chinese pedagogy is to form the concept system of pedagogy with Chinese characteristics, and then support the construction of discourse system. The conceptual system of the school constructed by“life and practice”pedagogy include at least the following three categories: brand new concepts,such as“life-practice”;updated concepts,such as“teach the knowledge of nature and man,and to raise the consciousness of life”;and derivative concepts,such as“consciousness→life consciousness”.Compared with other pedagogical concept systems,“life-practice”pedagogy has the characteristics of its own concept system,i.e. the “theory-practice view”generated by the interaction of theory and practice. At the basic level,“basic theory”is used to study the educational problems and the “basic”in educational phenomena;the theoretical“cell”regeneration is based on complexity thinking and complexity theory;and in the“middle zone”between theoretical logic and practical logic,the third road of“transformation logic”is proposed.

关 键 词：“生命·实践” 教育学派 生命自觉 学派 核心概念 复杂性思维 

分 类 号：G40-011[文化科学—教育学原理]