布列钦卡元教育理论的旨趣及价值  

The Purport and Value of Brezinka's Educational Meta-theory

作　　者：刘恬 平功波 LIU Tian;PING Gongbo(School of Education,Guangzhou University,Guangzhou,510006,China;Provincial Primary and Secondary School Teacher Development Center,Guangdong Teachers College of Foreign Languages and Arts,Guangzhou,510507,China;School of Education,South China Normal University,Shanwei,516625,China)

机构地区：[1]广州大学教育学院,广州510006 [2]广东省外语艺术职业学院广东省中小学教师发展中心,广州510507 [3]华南师范大学教育科学学院,汕尾516625

出　　处：《全球教育展望》2025年第2期17-30,共14页Global Education

基　　金：2022年国家社会科学基金教育学一般项目“技能型社会建设背景下职业院校教师企业实践的制度适配性研究”(项目编号:BJA220256)的阶段性成果。

摘　　要：本研究旨在揭示布列钦卡(以下简称“布氏”)元教育理论的旨趣,并在此基础上发掘它对于中国教育学的价值。教育学的危机促使布氏对实践教育学展开批判,批判的工具是修正的现代经验主义,批判的结果是利用现有的实践教育学的概念、假设和“目标—手段”模式构想了一门自主的、综合的教育科学及其教育史子学科,同时设想了一门独立的教育哲学来提供教育行动的规范。布氏的元教育理论提醒我们审视实践教育学的缺陷,提示教育哲学应该关注规范问题,帮助化解“教育学科学化”“教育学分化”难题。但是建设这种新的教育科学是否紧要和可行,是布氏不应该忽视的问题。This study aims to reveal the purport of the educational meta-theory of Brezinka,and discover its value to Chinese education on this basis.The crisis of pedagogy prompted Brezinka to criticize practical pedagogics.The tool of criticism was modified modern empiricism.The result of the criticism was using the existing concepts,assumptions,and'ends-means'model of practical pedagogics to create an independent and synthesized educational science,while creating an independent educational philosophy to provide norms for educational actions.Brezinka's educational meta-theory reminds us to examine the shortcomings of practical pedagogics,suggests that educational philosophy should pay attention to normative issues,and helps resolve the problems of"scientific pedagogics"and"disintegration and differentiation in education".However,whether it has been urgent and feasible to construct this new educational science is a problem that Brezinka should not have ignored.

关 键 词：元教育理论 分析教育哲学 实践教育学 教育科学 规范教育哲学 教育史学 

分 类 号：G40-09[文化科学—教育学原理]