理解“生命·实践”教育学——具有中国特质的一种教育学特有的思维与理论化方式  

Understanding Life-PracticePedagogics:A Distinctively Educational Way of Thinking and Theorizing with Chinese Characteristics

作　　者：邓宗怡 赵康(译)[2] DENG Zong-yi;ZHAO Kang(Translator)(Institute of Education,University College London,London,UK;College of Education,Zhejiang University,Hangzhou,Zhejiang,310058,China)

机构地区：[1]伦敦大学学院教育学院,伦敦 [2]浙江大学教育学院,浙江杭州310058

出　　处：《基础教育》2024年第3期5-15,共11页Journal of Schooling Studies

基　　金：2023年度国家社会科学基金教育学一般项目《欧陆和英语世界主要国家教育学学科形成与发展的历史比较研究》(BOA230226)。

摘　　要：这篇文章提供了一种对“生命·实践”教育学的解读。这一解读方式意在把“生命·实践”教育学置于中国教育学传统和21世纪初中国社会和经济转型的背景下来理解。作为一篇理论性文章,本文聚焦于对叶澜《回归突破:“生命·实践”教育学论纲》一书的解读,同时参照其相关著作。本文的理论基础源于欧陆教育学(Continental P dagogik)和英美教育理论(Anglo-American educational theory)。“生命·实践”教育学呈现出一种教育学特有的教育性思维与理论化方式,这种方式正好显现于欧陆教育学的传统之中。这种方式就是强调教育要促进个体的“自我形成”(Self-formation〈英语〉,Bildung〈德语〉),教育应是有目的的活动与行动(Erziehung),具有实践的尊严性。“生命·实践”教育学还是独有的中国式建构,根植于中国现实,受到中国教育传统的持续滋养,并具有其独特的研究方法论。教育学如何在21世纪确立为一门独立学科?教育学如何在中国当下环境中重新焕发生命力?“生命·实践”教育学的建构就这些问题提供了一个强有力的案例式解答。在教育话语日趋“学习化”的环境下,在各种教育时髦风尚快速盛行的环境下,本文呼唤教育本质的回归。This article provides an interpretation of the construction of Life-Practice pedagogics by locating it within the Chinese pedagogic tradition and within the context of China’s social and economic transition at the turn of the 21st century.As a theoretical essay,the article focuses on interpreting Lan Ye’s Return and Breakthrough:The Outline of Life-Practice Pedagogics,with reference to her other related writings.It draws on theoretical sources from continental P dagogik and Anglo-American educational theory.Squarely in the tradition of P dagogik,Life-Practice pedagogics exhibits a distinctively educational way of thinking and theorizing—in terms of education as self-formation(Bildung),education as purposeful activities or practice(Erziehung),and the dignity of practice.It is also a distinctive Chinese construction rooted in the reality of China and nourished by Chinese educational traditions,with its own unique research methodology.The construction of Life-Practice pedagogics provides a powerful case of how education can be established as distinctive discipline in the 21st century and of how pedagogics in China can be revitalized in today’s context.This article calls for a rediscovery of the essence of education in the current context of the“learnification”of educational discourse and a multiplicity of educational fads.

关 键 词：中国教育 教育理论 教育 叶澜 “生命·实践”教育学 

分 类 号：G40-01[文化科学—教育学原理]