理论自主性建立何以可能? ——对“中国教育学自主知识体系建构”的概念反思-清华大学教育研究

文章信息/Info

Title:: How Is It Possible to Establish Theoretical Autonomy? ——Conceptual Reflection on “The Construction of an Autonomous Knowledge System in Chinese Pedagogy”

Author(s):: TAN Chuan-bao HA Xue-qing; Center for Citizenship and Moral Education, Beijing Normal University

Keywords:: pedagogical knowledge; absolute universality; relative universality; endogenous construction; interwoven construction

摘要:: “中国教育学自主知识体系建构”,是坚持中国教育学理论自主性的重要努力之一。但这一建构的可能性必须建立在对知识概念的深入追问之上。知识,是认识活动的成果,以判断为基本单位,有绝对普遍与相对普遍两种类型。中国教育学知识的真正“自主”因而必须兼具双重取向,一是追求能够贡献于人类教育事业的、具有绝对普遍意义的知识生产;二是凝练基于中国场景、反映本土经验且具备参考价值的相对普遍知识。而要实现上述目标,中国教育学知识建构需要依托“以中国为方法”的内发性建构、“以中国为对象”的互嵌性建构两种路径。

Abstract:: “Constructing an autonomous knowledge system of Chinese pedagogy” is one of the significant efforts to uphold the theoretical autonomy of Chinese pedagogy. However, the possibility of this construction must be based on an in-depth inquiry into the concept of knowledge. Knowledge is the outcome of cognitive activities, with judgment as its basic unit, and falls into two categories: absolute universality and relative universality. Therefore, the true “autonomy” of pedagogy knowledge in China must have a dual orientation, first pursuing the production of knowledge with absolute universal significance that contributes to the cause of human education; second, distilling relatively universal knowledge with reference value based on Chinese contexts and local experience. To achieve the above goals, the construction of Chinese pedagogy knowledge needs to rely on two pathways: endogenous construction with “China as the method” and inter-embedded construction with “China as the field”.