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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2020年06期

页码:

18-24

栏目:

教育思想与理论

出版日期:

2020-12-20

文章信息/Info

Title:

Empirical?Generation?and?LogicalReasoning:?Two?Approaches?of?HigherEducation?Theory?Building

作者:

谢喆平 刘惠琴

清华大学 教育研究院

Author(s):

XIE Zhe-ping LIU Hui-qin

Institute?of?Education,?Tsinghua?University

关键词:

高等教育; 理论构建; 路径

Keywords:

higher education;  theory building;  approach

分类号:

G640

文献标志码:

A

摘要:

对高等教育系统化的理性知识的追求是高等教育研究的目标。尽管理论构建历来为高等教育研究界所关注，但因高等教育的实践性、复杂性和研究的多学科性，进展未如期待。二战后世界高等教育的勃兴推动了高等教育研究的发展，也推动了高等教育理论的发展。从其构建的路径而言，这些教育理论可分为经验生成与逻辑推演两类。经验生成并不排斥逻辑推演，逻辑推演也建立在经验研究之上。高等教育理论因教育的实践性而更倾向于对经验知识的关照。除了研究者，大学校长以学者和校长的双重身份对高等教育进行思考并推动实践，对高等教育的思想流变和理论构建有深远影响。

Abstract:

To pursue systematic rational knowledge is the aim of higher education research. Although the theory building has always been paid attention by the higher education community, due to the multidisciplinary characteristics and related challenges, the progress has not been as expected. After the World War II, the fast development of higher education promoted higher education research and theory building. These higher education theories can be divided into two categories: empirical generation and logical reasoning, while the two do not exclude each other. The higher education theory tends to be more empirical because of the practical nature of education. Yet, in addition to researchers, university presidents, for their dual duties as scholars and principals, contribute not only the practice of higher education, and also profound influence on the theory building.

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更新日期/Last Update: 2020-12-20