教育法学研究应增强教育学自觉  

Enhancing Pedagogical Consciousness in the Study of Educational Law

作　　者：胡劲松[1] 樊冲 Hu Jinsong;Fan Chong(School of Educational Sciences&Center for Fundamental Education Governance and Innovation,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学教育科学学院/基础教育治理与创新研究中心,广州510631

出　　处：《华东师范大学学报（教育科学版）》2024年第10期23-39,共17页Journal of East China Normal University:Educational Sciences

摘　　要：教育法学的交叉属性要求避免单一学科思维。教育学不仅有助于解释教育中的法律实践,也有助于指导有关教育的法律实践,还有助于发现教育法律规律。教育学在教育法学研究中具有特殊价值。教育学命题是教育法学研究的理论前提,教育学思维影响教育法学的研究范式,而教育学与法学交叉则决定了教育法学的学科属性。用教育学自觉指导教育法学研究,应该重点增强教育学对教育法功能研究、教育法律关系主体行为规范研究、教育法保障和促进教育创新研究以及教育道德规范与法律规范相互关系研究的指导力。The interdisciplinary nature of educational law demands the avoidance of singular disciplinary thinking.Pedagogy not only aids in interpreting legal practices within education but also guides legal practices related to education and helps uncover the patterns of educational law.Pedagogy holds a unique value in the study of educational law.Pedagogical propositions serve as the theoretical premise for research in educational law,and pedagogical thinking influences the research paradigms of educational law,while the intersection of pedagogy and law determines the disciplinary attributes of educational law.To guide the study of educational law with conscious pedagogy,there should be a focus on enhancing pedagogy's guidance on the functional research of educational law,the study of behavioral norms for subjects in educational legal relationships,research on how educational law safeguards and promotes innovation in education,and the interrelationship between educational moral standards and legal norms.

关 键 词：教育法学 教育学 理论自觉 

分 类 号：G40-05[文化科学—教育学原理]