通幽之道、创世之图抑或显现之镜——教育研究方法的哲学反思  

Paths to Enlightenment,Genesis Diagrams,or Mirrors of Manifestation:Philosophical Reflection on Educational Research Methods

作　　者：雷云[1] Lei Yun

机构地区：[1]四川师范大学教育科学学院

出　　处：《四川师范大学学报（社会科学版）》2024年第3期120-127,205,共9页Journal of Sichuan Normal University(Social Sciences Edition)

基　　金：全国教育科学规划项目“新时代高等外语教育立德树人的路径与对策研究”(BIA190183)阶段性成果。

摘　　要：教育研究方法不同于实体性工具,追问其对世界本体、知识确证以及研究者的设定,有助于理解其合法性。根据“设定”可划分三种不同的方法路线。实证路线将教育世界分裂为现象与本质、事实与规律,研究者以教育本质、规律为知识追求,置身事外观察、静思;理念路线关注“人为世界”,研究者以理念构建为知识生产旨趣,超然于现实绘制理想图景;意义路线打破“分裂”、“静态”的世界本体设定,着眼流动、变化的真实世界,研究者即实践者,他们处身现实世界,以自身为镜探询教育意义。实证路线与理念路线的设定并行不悖,可共同开展研究;意义路线与其他二者的设定多有冲突,研究中难以联用。Educational research methods,distinct from substantive tools,benefit from questioning their ontological relationship to the world,the validation of knowledge,and the assumptions of the researcher,aiding in understanding their legitimacy.Based on the“assumptions”,three distinct methodological approaches can be delineated.The empirical approach divides the educational world into phenomena and essence,facts and laws,with researchers pursuing knowledge of the essence and laws of education,adopting an observational stance and contemplative approach;the conceptual approach focuses on the“human-made world”,with researchers constructing knowledge through conceptual frameworks,transcending reality to devise ideal visions;the meaningful approach disrupts the dichotomy and static ontology of the world,focusing on the fluid,changing real world,where researchers are practitioners,engaging with the real world and using themselves as mirrors to explore the meaning of education.The empirical and conceptual approaches can coexist harmoniously,facilitating collaborative research;however,the meaningful approach often conflicts with the other two,making their simultaneous application in research challenging.

关 键 词：教育研究方法 实证路线 理念路线 意义路线 

分 类 号：G40-03[文化科学—教育学原理]