重新审视教育学的学科合法性——基于对学科衡量标准的批判与重构  

Reflection of the Disciplinary Legitimacy for Pedagogy——Based on the Criticism and Reconstruction of Disciplinary Measurement Criteria

作　　者：罗福益 LUO Fuyi

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《闽南师范大学学报（哲学社会科学版）》2023年第2期146-152,共7页Journal of Minnan Normal University:Philosophy and Social Sciences

基　　金：全国教育科学规划国家一般课题(BOA180045)。

摘　　要：教育学的学科合法性一直备受质疑,教育学界对教育学学科合法性的追求也从未停止。长期以来,教育学界将是否具有独特的研究对象和方法、是否具有独立的知识体系、是否或者能否成为一门科学作为评判一门学科是否具有合法性的依据,使教育学深陷错误的学科衡量标准的陷阱无法自拔,学科合法性危机进一步加剧。实际上,教育学的学科合法性建立在其功用之上。教育学谋求学科合法性的根本出路就在于通过不断消除束缚教育学功用发挥的观念和制度障碍,使其能够行之有效地解释和解决现实教育问题。The disciplinary legitimacy of pedagogy has been questioned sinceitsbirth,and the pursuit of the disciplinary legitimacy of pedagogy has never stopped.For a long time,the educational circle has taken the following criteria to judge the legitimacy of a discipline:whether it has a unique research object and method,whether it has an independent knowledge system,and whether it can become a science.This judgement has caused pedagogy to be trapped in erroneous discipline measurement criteria and the legitimacy crisis of the discipline has been further exacerbated.Actually,the disciplinary legitimacy of pedagogy is based on its function.The fundamental solution to the pursuit of legitimacy of the discipline is to continuously eliminate the conceptual and institutional obstacles that restrict the function of pedagogy,so that it can effectively explain and solve the real educational problems.

关 键 词：教育学 学科合法性 学科衡量标准 批判与重构 

分 类 号：G40[文化科学—教育学原理]