一流教育学科的本土化建设  

Indigenization:The Path of the Educational Discipline to World-Class Standing

作　　者：阎凤桥[1] Yan Fengqiao(Graduate School of Education,Peking University,Beijing 100871)

机构地区：[1]北京大学教育学院,北京100871

出　　处：《教育研究》2023年第10期4-14,共11页Educational Research

摘　　要：教育学科的本质是基于对教育实践的理性认识,并反过来指导教育实践活动。在现代学科分类体系中,教育学科具有明显的人文学科和社会科学特征。在现代化进程中,产生了“殊相”与“共相”之间二元对立统一的关系,以往存在着把源于西方知识误视为共相、忽视本土知识的偏差。教育学科本土化的必要性表现在中西社会差异之静态、西方现代化局限之动态和中西文明互鉴三重意义上。中国的天人合一、伦理至上、通学、知行合一等思想,对西方知识体系是一种有益的补充。一流教育学科本土化建设的根本是学术创新和服务实践,要根植于中国社会和历史背景,利用非线性认识观和以问题为导向的学科综合发展态势,建立有效和有用的知识体系,进而对人类知识发展做出贡献。In essence,the educational discipline indicates having a rational understanding of educational practice,and in turn guiding educational practice based on it.In the modern disciplinary classification system,the educational discipline apparently features the humanities and social sciences.The process of modernization has witnessed the opposite but unified relationship between"particularity"and"universality";in the past,there was a bias that mistook knowledge from the West for universal knowledge and ignored indigenized knowledge.The necessity to indigenize the educational discipline lies in a threefold meaning:static social differences between China and the West,dynamic limitations of Western modernization,and Chinese and Western civilizations that learn from each other.China's thoughts about the harmony of man with nature,the supremacy of ethics,general learning,and the unity of knowledge and practice are a useful supplement to the Western knowledge system.The key to building an indigenized first-class educational discipline is academic innovation and service-oriented practice.We need to take root in China's social and historical backgrounds,utilize the non-linear epistemology and problem-oriented,comprehensive trends of discipline development,and establish an effective and useful knowledge system,thus contributing to the development of human knowledge.

关 键 词：教育学科 本土化 现代化 学术互鉴 

分 类 号：G40-4[文化科学—教育学原理] G642.3[文化科学—教育学]