《论语》境域式表达方式及对构建我国教育学话语的启示  

The Contextual Expression in the Analects of Confucius and Its Implications for Constructing Pedagogical Discourse in China

作　　者：王卫华[1] 陈丹萍 WANG Wei-hua;CHEN Dan-ping(School of Educational Science,Hunan Normal University,Changsha Hunan 410081,China)

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《苏州大学学报(教育科学版)》2025年第2期53-64,共12页Journal of Soochow University(Educational Science Edition)

基　　金：国家社会科学基金教育学一般项目“青少年生命意义建构的现象学研究”(项目编号:BAA230048)的阶段性研究成果。

摘　　要：中国教育学欲构建具有特色的学术话语及体系,需要立足当下、历史和未来三个维度,遵循现实性、历史性和发展性三条原则。当前世界学术话语对存在论主要是概念式表达,我国国学经典《论语》却提供了另一种表达方式,即境域式表达。境域式表达通过营造态势和描述具象,使自身成为一种动态的意义生发机制,借由主体的参与而开启一个致广大而尽精微的意义空间。它还原了认识原本的发生状态,保持了生活世界的亲熟感,给予理解者自由发挥的空间。中国教育学话语或可采用境域式表达,它有利于解决当前我国教育学话语问题,在传承国学优秀传统的同时,还能够实现与世界学术话语的互补式交流。To construct a distinctive academic discourse system of Chinese pedagogy,it is necessary to base itselfon the three dimensions of the present,history,and future,and follow the three principles of reality,historicity,and development.The current academic discourse worldwide mainly expresses ontology in a conceptual way,while'The Analects of Confucius,an ancient Chinese classic,provides another way of expression,which iscontextual expression.Contextual expression creates a dynamic mechanism for generating meaning by creating asituation and describing concrete phenomena,opening up a vast and refined space of meaning through theparticipation of the subject.It restores the original state of understanding,maintains a sense of familiarity with theliving world,and gives free play to the understanding.Chinese pedagogical discourse may adopt expression in acontextual manner,which is conducive to solving the current problem of pedagogical discourse in China,inheriting the excellent traditions of ancient Chinese studies,and realizing the complementary communicationwith world academic discourse.

关 键 词：中国教育学 学术话语 概念式表达 境域式表达 《论语》 

分 类 号：G40-01[文化科学—教育学原理]