德国普通教育学的概念审议与价值论证  

Conceptual Considerations and Value Arguments in German General Pedagogy

作　　者：孙元涛[1] 邵晓迪 SUN Yuantao;SHAO Xiaodi(College of Education,Zhejiang University,Hangzhou,310058,China)

机构地区：[1]浙江大学教育学院,杭州310058

出　　处：《全球教育展望》2024年第1期3-15,共13页Global Education

基　　金：国家社会科学基金“十四五”规划2021年教育学重大项目“中国特色现代教育学体系发展与创新研究”(项目编号:VAA210003)的研究成果。

摘　　要：德国普通教育学传统中的“普通”意为科学知识的系统性塑造,体现的是学科为自身概念和原则辩护的方法论意识。赫尔巴特在教育学史的脉络中自觉建构独立形态的普通教育学,意在为教育学理论寻求一种普适性,在向一切社会文化行动保持开放的基础上实现与其他学科的平等对话。受日耳曼民族注重思辨哲学的特性影响,德国普通教育学呈现出鲜明的特征,表现为对哲学思辨的偏好、对批判反思的坚守、对经典理论传统的维系和对教育学术史的传承积淀。在学科持续分化与交叉融合双线并进的时代背景下,普通教育学的重建,有助于用一种普遍的和基本结构上的共识增加学科认同,减少各分支学科在行动模式和教条上的争执,通过维护一种统一理论有力捍卫学科身份,合理重建教育学的生存空间。In the German general pedagogical tradition,“general”means the systematic shaping of scientific knowledge,which reflects the methodological awareness of the discipline to defend its own concepts and principles.In the context of the history of pedagogy,Herbart consciously constructed an independent form of general pedagogy with the intention of seeking a universal applicability for pedagogical theories and realizing an equal dialogue with other disciplines on the basis of openness to all social and cultural actions.Influenced by the German nation's emphasis on speculative philosophy,German general pedagogy presents distinctive characteristics,which are expressed in its preference for philosophical debate,its adherence to critical reflection,its maintenance of classical theoretical traditions,and its accumulation of educational academic history.In the context of an era of continuous disciplinary differentiation and cross-fertilization,the reconstruction of general pedagogy helps to increase disciplinary identity with a universal and basic structural consensus,reduce the disputes among sub-disciplines over modes of action and dogmas,strongly defend the discipline's identity and reasonably rebuild the living space of pedagogy by maintaining a general theory.

关 键 词：普通教育学 概念审议 价值论证 学科分化融合 

分 类 号：G40[文化科学—教育学原理]