论教育非实证研究的对象与任务  

On the Objects and Tasks of Non-empirical Research in Education

作　　者：项继发 XIANG Jifa(School of Education Science,Shanxi University,Taiyuan Shanxi 030006,China)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《北京教育学院学报》2024年第4期35-44,共10页Journal of Beijing Institute of Education

基　　金：国家社科基金教育学一般项目“中国教育学研究方法的百年历程与基本经验研究”(BAA230051)。

摘　　要：教育实证研究与非实证研究共同构成教育学研究的整体图景。它们之间并无范式对立,而只是表现出差异,它们共同构成博尔赫斯笔下“小径分岔的花园”。实证研究和非实证研究除了方法论上的差异,它们对教育研究对象认识论方面的界定也是不一样的。认识论的不同,意味着知识指向不同,自然会造成研究任务的不同。教育非实证研究的对象至少包括相对的教育事物整体、思想性的教育文本、超验的教育认识对象等类型。教育非实证研究的任务可以概括为对教育事物整体的把握、对教育事物本体的发现、对教育经验的意义揭示、对教育理论和思想的阐释与批判。对象问题和任务问题的初步廓清,有助于确定教育非实证研究的边界。Empirical research and non-empirical research in education constitute the overall picture of educational research.The two have no paradigm oppositions,but sorely differences.They are just like what has been described as"The Garden of Forking Paths"by Argentinian writer Jorge Luis Borges.Despite of the differences in methodology,empirical research and non-empirical research also have different definitions of the epistemological aspects of educational research objects.Different epistemologies mean that knowledge is directed differently,which naturally leads to different research tasks.The educational objects of non-empirical research include at least the relative educational things as a whole,ideological educational texts,and transcendent educational cognitive objects.The task of non-empirical research in education can be summarized as grasping the whole of educational things,discovering the ontology of educational things,revealing the meaning of educational experience,and interpreting and criticizing educational theories and thoughts.The preliminary clarification of the object problem and the task problem is conducive to determining the boundaries of non-empirical research in education.

关 键 词：实证研究 非实证研究 教育对象 教育任务 

分 类 号：G40-03[文化科学—教育学原理]