摘要
教育学术研究应当有思想的导引,应当生产出思想。思想既包括宣告性、指向性的价值话语,也包括阐释性、揭示性的事实言说。人们言说的思想有原创性的,也有非原创性的,非原创性思想则又有积极语汇与消极语汇之别。思想的言说可分为我言我思、我言共思、我言他思及他言他思四种类型。人人都有思想的意愿、思想的方式及思想的资格。“思想家”的诞生是思想家自我定义与“思想贩子”刻意建构的结果。不存在公认的思想评判标准。思想应扎根于思想者“存属的社会”,并溯源于思想者“自身的体验”。
The academic research of education should be guided by ideas and generates ideas, which include not only the value discourse for declaration and guidance, but also the fact discourse for explanation and prompt. The ideas people refer to are both original and non -original. The non -original ideas should be distinguished between active and passive vocabulary. The expression of ideas can be categorized as a person＇ s expression of his own ideas, of common ideas, of others＇ ideas and others＇ expression of others＇ ideas. Everyone has his desire of thinking, way of thinking and right of thinking. The birth of ideologists is attributed to their self- definition and the intentional construction of ideology mongers, and no established criterion exists. Ideas should be rooted in the society ideologists live in and come from ideologists＇ personal experience.
出处
《教育理论与实践》
CSSCI
北大核心
2005年第12期1-6,共6页
Theory and Practice of Education
关键词
思想
思想家
教育研究
社会学
ideology
ideologist
educational research
sociology
作者简介
吴康宁（1954-），男，江苏扬州人，南京师范大学副校长、博士生导师，主要从事教育社会学与教育基本理论研究。
