本土再生:生活教育理论的原创性  

Local Regeneration: Originality of Life Education Theory

作　　者：皇甫科杰 HUANGFU Ke-jie(Faculty of Education,Guangxi Normal University,Guilin 541004,China)

机构地区：[1]广西师范大学教育学部,广西桂林541004

出　　处：《宁波大学学报（教育科学版）》2023年第2期124-132,共9页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金教育学重大项目“中国特色社会主义教育理论体系研究”(VAA190001)。

摘　　要：原创性不只是评价标准,更是研究品质和知识属性。“生活教育理论”是近代中国最具原创性的教育理论体系之一,近百年来在国内和国际上产生了深远的学术影响,在新时代中国的教育学发展中仍具有旺盛生命力。就创生路径而言,“生活教育理论”批判地借鉴了杜威教育思想,并结合中国传统文化与时代现实于理论根源处创造性再生。就原创品质而言,“生活教育理论”原创主体的精神特质在方法论层面启示了“为什么能够实现超越和原创”,原创内容的典型特色一定程度上呈现了其“如何实现了超越和原创”,而原创体系的绵延承续意味着教育理论的原创性必然需要经过历史性评判的检验和推动,这对当代中国教育学原创性研究得以实现具有极大的启发意义。Originality is not only an evaluation criterion, but also a study of quality and knowledge attributes,which was much concerned in life education theory in modern China that has exerted a profound academic influence at home and abroad in the past century, and still on China’s development of pedagogy in the new era. On the path of creation, this theory draws lessons from Dewey’s educational thoughts, being a creative regeneration to be integrated in Chinese traditional culture and reality. For originality quality, its spiritual characteristics of original subjects suggest the transcendence and originality to be achieved methodologically while its typicality show the achievement of transcendence and originality in original contents to a certain extent. And its continuity of the original system means that the originality of education theory needs to be tested and promoted in historical evaluations. These original attributes will have great enlightening significance for the realization of the original research on contemporary Chinese pedagogy.

关 键 词：生活教育理论 原创性 本土再生 绵延 

分 类 号：G40-06[文化科学—教育学原理]