教育学的“人民立场”及其践行——再论教育学的社会立场  

The Renmin's Stance of Chinese Pedagogy and Its Practice--Some Further Discussions on the Social Stance of Pedagogy

作　　者：罗建河 谭文娟 LUO Jianhe;TAN Wenjuan(South-central Minzu University,Wuhan Hubei 430074)

机构地区：[1]中南民族大学,湖北武汉430074

出　　处：《现代教育管理》2023年第5期14-23,共10页Modern Education Management

基　　金：国家社会科学基金后期资助重点项目“论教育管理理论发展的知识论逻辑”(20FGLA007)。

摘　　要：无论何种教育学都或明或隐地有着“为谁服务”的社会立场,以回答“谁之教育学”问题。当前专业化的教育学,大多以抽象的人类主义为基础,反而迷失了具体的服务对象。进入新时代,要建构中国特色教育学话语体系,理应坚持和践行“人民立场”。“人民”是中国各民族共享的重要符号之一,其内涵有着一个不断发现、不断丰富的过程;每一次对“人民”的发现都对教育的改革与发展产生了重大的影响。选择和践行教育学的“人民立场”就是要重建和发展“人民的教育学”,要从当下的“人民”出发,依靠当下的“人民”并回到“人民”中去审视教育学,以期发现新时代新的“人民”形象,从而更好地服务于人民。践行“人民立场”的教育学可以包括三个阶段,即“为了人民”的教育学“、归于人民”的教育学和“发现人民”的教育学。Whether it is the pedagogy of educational activists or the pedagogy of professional re-searchers,there is an explicit or implicit social stance of"for whom".For a long time,Chinese pedago-gy has been short of the Renmin's stance.To construct the discourse system of pedagogy with Chinese characteristics in the new era,we should choose and adhere to the"Renmin's stance".In the context of China,the connotation of"Renmin"has experienced a process of continuous discovery and enrichment;"Renmin"has become one of the important symbols shared by all ethnic groups in China;each discov-ery of"Renmin"will have a significant impact on the reform and development of education.To choose and adhere to the"Renmin's position"of pedagogy is to construct and develop the Renmin's pedago-gy to develop pedagogy from the current"Renmin",relying on the current"Renmin"and returning to a part of Renmin,in order to find a new image of Renmin,so as to better serve Renmin.Therefore,the pedagogy of Renmin can be divided into three stages:Pedagogy for Renmin,pedagogy of Renmin and pedagogy for discovering Renmin.

关 键 词：中国教育学 人民立场 立场选择 为了人民 发现人民 

分 类 号：G40[文化科学—教育学原理]