寻绎教育概念的逻辑与表达方式  

Exploring the Logic and Representation of Educational Concepts

作　　者：曹永国[1] CAO Yonguo(School of Education,Soochow University,Suzhou 215123)

机构地区：[1]苏州大学教育学院,苏州215123

出　　处：《南京师大学报（社会科学版）》2023年第6期18-27,共10页Journal of Nanjing Normal University(Social Science Edition)

基　　金：江苏省社会科学基金重点项目“教育理论研究进展逻辑及创新路径研究”(20JYA002)研究成果。

摘　　要：教育概念及其表达方式是教育理论和实践中最具前提性、基础性问题。如何入思与谈论教育不仅影响教育理论探究指向,而且影响教育实践的具体形态和价值取向。面对日渐五花八门与歧义纷争的教育概念,致力于教育之“清思行动”或“正本清源”,梳理教育概念的逻辑演进实为重要。分析教育哲学提供了一种探究教育之典范:缜密思考、理性分析与规范论证。今天,寻绎教育概念与表达方式意味着:须立足于人的全面发展,坚持规范性多元,追寻教育的“本质性特征”,关涉认知与价值统一性。The understanding of education and how it is articulated constitutes a foundational aspect of both educational theory and practice.The manner in which we approach and discuss education not only steers the course of theoretical exploration but also molds the specific forms and value orientations inherent in educational practices.Confronted with an increasingly tumultuous landscape of educational concepts marked by chaos and ambiguity,it becomes crucial to concentrate on“clarifying thoughts”or“returning to the origin”of education.This involves untangling the logical evolution of educational concepts.Analytical philosophy of education serves as an exemplar for delving into education,characterized by its meticulous thinking,rational analysis,and normative argumentation.In the contemporary context,delving into the concept and expression of education necessitates a foundation in the comprehensive development of individuals,an adherence to normative pluralism,a pursuit of the“essential characteristics”of education,and an acknowledgment of the unity between cognition and value in the realm of education.

关 键 词：教育概念 分析教育哲学 教育人 人的全面发展 规范性多元 

分 类 号：G40[文化科学—教育学原理]