摘要
中国教育学话语体系议题的提出,意味着发展中的"中国教育学",正试图逐渐摆脱对于外来学术的"学徒状态",逐渐提出其本己的"自律性"要求。中国教育学话语体系的建构,在其现实意义上是民族复兴的宏观愿景在具体学科中的回响和表达;它从逻辑上内在地包含着"全球化·本土化"框架中的普遍性与特殊性的问题;它在学术史方面植根于从"教育学中国化"到"创建中国教育学"的学科发展的民族性自觉中。中国教育学话语体系的建构,需要研究主体以清晰的话语意识,回归中国教育学话语创生的文化之源,在"话语的教化"中积累话语创新的力量。作为一个由自觉意识引领的、审慎的渐进性学术探究和积淀,中国教育学话语创新和话语体系建构,需警惕本土意识的"绝对化"、教育学建设的"去学科化"和话语体系构建的"空心化"。
The topic of the discourse system for China's pedagogy in modern times implies that the developing pedagogy of China is trying to gradually get rid of its "apprenticeship" in the presence of the overseas academic circles,and put forward its self-discipline.The construction of the discourse system for China's pedagogy is the expression of the macro vision of national rejuvenation in specific disciplines;logically,it contains universal and special problems in the framework of globalization-localization;it is rooted in the national consciousness from the "chinization of pedagogy" to the construction of China's pedagory.To construct the discourse system for China's pedagogy,researchers are supposed to have a clear consciousness of discourse,return to Chinese culture,and gather the power of innovation from the "edification of discourse." As a progressive academic exploration guided by self-consciousness,the innovation of the discourse of China's pedagogy and the construction of the discourse system need to avoid an absolute consciousness of localization,the de-disciplinarity of pedagogy,and the construction of a hollow discourse system.
作者
孙元涛
Sun Yuantao(College of Education,Zhejiang University,Hangzhou 310028)
出处
《教育研究》
CSSCI
北大核心
2018年第12期30-39,共10页
Educational Research
基金
教育部哲学社会科学研究2018年度重大课题攻关项目"面向2035我国高校哲学社会科学整体发展战略研究"(项目编号:18JZD056)的研究成果
作者简介
孙元涛,浙江大学教育学院副教授(杭州310028).
