教育研究的关系转向：缘起、议题与展望-清华大学教育研究

文章信息/Info

Title:: The Relational Turn of Educational Research: Origin, Issues and Prospects

Keywords:: educational theory; relational turn; substantialism; relational education

摘要:: 关系转向是近年来教育研究领域兴起的重要学术现象。国际学界对关系范式的对话、辩论与理解，为当代教育理论与实践带来了全新的视野。教育研究中的关系转向是以西方实体主义教育理念作为对手而逐渐发展起来的现代批判理论，它拒绝教育哲学中充当默认范式的“实体观念”，转而强调“关系”的中心性，使“关系范式”成为理解教育本性的替代性方案。这场思潮的兴起主要关注四个核心议题：依赖性、对话、关系能力和关系正义。借鉴国内外研究经验，当前基于关系范式的教育理论与实践需要立足于人的依赖性与脆弱性事实，重新理解教育的关系性本质；探索基于共在关系的课堂实践，重建教学中的对话关系；聚焦社会关系网络中的不确定性，增强教师与学生的关系能力；关注隐性关系结构中非正义现象，促进教育中的关系正义。

Abstract:: Relational turn has been an important academic phenomenon in educational research in recent years. The dialogue, debate and understanding of the relational paradigm in international academic circles have brought a brand-new vision to contemporary educational theory and practice. The relational turn in educational research is a modern critical theory gradually developed against the western educational philosophy of substantialism. It rejects the “substantive view” as the default paradigm in educational philosophy and instead emphasizes the centrality of “relationship,” making the “relational paradigm” an alternative scheme for understanding the nature of education. The rise of relational education focuses on four core issues: Dependence, Dialogue, Relational Capability and Relational Justice. Drawing lessons from the research experience at home and abroad, the current educational theory and practice based on the relational paradigm need to build upon the facts of human dependence and vulnerability to re-understand the relational nature of education, explore the classroom practice based on co-existence relationships to rebuild the dialogue relationship in teaching, focus on the uncertainty in the social network to enhance the relational capability between teachers and students, and pay attention to the injustice in the implicit relationship structure to promote the relational justice in education.

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