基于《论教育》的分析教育哲学反思:源流、价值与启示  

Reflection on Analytical Philosophy of Education from the Perspective of “On Education”: Origins, Values, and Enlightenments

作　　者：陈龙 

机构地区：[1]云南财经大学国际语言文化学院,云南 昆明

出　　处：《职业教育发展》2025年第1期520-526,共7页College and Job

基　　金：云南省哲学社会科学规划项目“中老磨憨口岸跨境苗语声调分域类型比较研究”(项目编号:YB2023075),“兴滇英才支持计划”项目经费支持,云南财经大学教学研究项目“语言学科对分课堂线上线下融合教学模型设计研究”等项目阶段性成果。

摘　　要：《论教育》从地位、功能、方法实践等角度诠释了教育的本质,具有深远的理论意义和实践指导意义,是新时代中国特色社会主义思想的重要组成部分。二十世纪中叶以前,传统教育哲学因固守形而上学的追求而不断远离逻辑实证,用形式化命题构建的逻辑结构对教育哲学问题的分析越来越难。哈迪为代表的教育哲学家们开始举起分析哲学的旗帜,经过奥康纳、谢弗勒、彼得斯努力,先后形成了逻辑实证主义和日常语言分析学派,逐渐成为主要的教育哲学思潮。回顾和评价分析教育哲学发展的动因、理论的流变和价值贡献等内容,在《论教育》的指导下,对当前我国构建高质量教育体系过程中深化教育地位的认识、探索德育与伦理的融合、厘清师生角色、回归教育实践等维度进行反思。“On Education” explores the essence of education from perspectives such as its status, function, and practical methods, carrying profound theoretical significance and practical guidance. It serves as an integral part of the ideological framework of socialism with Chinese characteristics in the new era. Before the mid-20th century, traditional educational philosophy increasingly distanced itself from logical positivism due to its adherence to metaphysical pursuits. The analysis of educational philosophical issues became progressively challenging within the logical structures constructed using formalized propositions. Educational philosophers, represented by figures such as Hardy, began championing analytical philosophy. Through the efforts of O’Connor, Scheffler, and Peters, movements such as logical positivism and the ordinary language analysis school emerged sequentially, gradually becoming dominant trends in educational philosophy. This paper reviews and evaluates the driving forces, theoretical evolution, and value contributions of analytical philosophy in education. Under the guidance of “On Education”, it reflects o

关 键 词：逻辑实证主义 日常语言分析 怎样培养人 

分 类 号：G63[文化科学—教育学]