教育伦理学现实“问题域”的分析与建构  

The Analysis and Transcendence of the“Space of Problematization”in Educational Ethics

作　　者：高树仁[1] 王鑫[1] GAO Shuren;WANG Xin(Dalian University of Technology,Institute of Higher Education,Dalian 116024,China)

机构地区：[1]大连理工大学高等教育研究院,辽宁大连116024

出　　处：《现代教育论丛》2024年第2期17-26,共10页Modern Education Review

基　　金：2021年度辽宁省社科规划重点项目“复杂性科学视域下高校应急管理能力评价研究”阶段性成果(L21ASH001)。

摘　　要：学科知识的增长是一个漫长的累积性演进过程。教育伦理学作为在教育科学和伦理科学之间形成的交叉学科,以教育生活为研究对象,从伦理视角给现实的、普遍的教育生活以规范的引导,并在此基础上划定了独特的研究范畴和现实“问题域”。从知识衍生发展的路径看,教育伦理学知识体系的累积与研究“问题域”的演进有两条线索:一条线索是伦理场域下关于“关系”“情理”“道德”等伦理学经典问题在教育伦理情境中的横向映射,另一条线索是教育场域下对于教育“本体论”“价值论”“实践论”在教育伦理学知识体系中的纵向迁移。教育伦理学中国化研究需要遵循学科建设之道,实现学术的超循环,通过问题导向的学科知识累积实现学科进阶与学术超越。The growth of subject knowledge is a long and cumulative process.Educational ethics is an interdisciplinary subject formed between educational science and ethical science.It takes educational life as the research object,gives standardized guidance to realistic and universal education from the perspective of ethics,and has defined a unique research field and a realistic“problem area”.From the perspective of the path of knowledge derivative development,there are two clues about the accumulation of the knowledge system of educational ethics and the evolution of the“problem domain”:one clue is that the classic issues of ethics,such as“relationship”,“reason”and“morality”,are interpreted in the context of educational from the perspective of ethics.Another clue is the vertical migration of educational ontology,axiology and practice in the knowledge system of educational ethics from the perspective of pedagogy.The construction of China’s educational ethics needs to follow the way of discipline construction,realize the“Hypercycle”in academic and achieve discipline advancement and academic transcendences through the accumulation of problem-orientated subject knowledge.

关 键 词：教育伦理学 问题域 学科累积 学科演进 自主知识体系 

分 类 号：G40-02[文化科学—教育学原理]