唯理论、经验论与儿童因果认知  

Rationalism,Empiricism and Children's Causal Cognition

作　　者：张端[1,2] 陈国荣 ZHANG Duan;CHEN Guorong(College of Elementary Education,Capital Normal University,Beijing,100048;Yuxin School at Attached to Capital Normal University,Beijing,102208)

机构地区：[1]首都师范大学初等教育学院,北京100048 [2]首都师范大学附属育新学校,北京102208

出　　处：《自然辩证法通讯》2024年第11期12-20,共9页Journal of Dialectics of Nature

基　　金：2022年度北京市属高校教师队伍建设支持计划优秀青年人才项目“‘U-D-S’体系的职前、职后小学科学教师双向提质增效培养新模式”(项目编号:BPHR202203135)。

摘　　要：17-18世纪的科学革命以及所带来的“改天换地”的力量促使哲学发生了认识论转向,关于知识的来源与本质的唯理论与经验论之争成为了那个时代的哲学议题。直觉与演绎、天赋观念与天赋知识,他们围绕着这些概念和问题的方方面面,进行了旷日持久的讨论。本文试图把他们的争论聚焦于因果一点,以此切面来展现他们的立场和争论。鉴于他们之间的争论点在于是否应当把因果理解为一种天赋观念或者潜能,我们将考察当代关于儿童因果认知的研究成果,以之为基础来为这场绵延了数百年的“争论”提供一种“科学的”回答或者解决。The scientific revolution of the seventeenth and eighteenth centuries and the“transformative”forces it brought about prompted an epistemological turn in philosophy,and the debate between theory and empiricism about the source and nature of knowledge became the philosophical issue of the age.Regarding intuition versus deduction,innate concepts versus innate knowledge,a prolonged discussion occurred around these concepts and various aspects of the problem.This paper,however,attempts to focus the debate on the point of cause and effect as a way to show those positions and arguments.Given that the point of contention is whether or not causation should be understood as a gift or a potential,we will examine contemporary research on children’s causal cognition as the basis for a“scientific”answer or solution to this centuries-old“debate”.

关 键 词：天赋论 因果 因果认知 

分 类 号：B085[哲学宗教—哲学理论] B025.5