| 社会教育学学科理论的演变及创生 |
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| 引用本文： | 娜仁高娃.社会教育学学科理论的演变及创生[J].宁波大学学报(教育科学版),2022,0(1):54-063. |
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| 作者姓名： | 娜仁高娃 |
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| 作者单位： | (山西大学 教育科学学院,山西 太原 030006) |
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| 摘 要： | 形成中国本土化特色的社会教育学，应以明晰学科理论的创生逻辑为起点。依据学科理论的发展演变，发现“社会教育学”最初起源于“教育学理念的社会性展开”，而后逐渐聚焦于“社会问题的教育性尺度”，发展到当前则指向的是“学习型共同体的构建”。这说明社会教育学学科理论的创生遵循的是“社会需求逻辑”，凸显了社会教育学应对不同时期的社会需求，优先生成社会价值的理论建构导向。因而，我国当前社会教育学学科理论的创生需要教育理论工作者有意识地遵循这一逻辑，在尊重知识生产规律的基础上尽可能地考虑社会发展的当前需要以及未来需求。具体表现在:向内要自觉养成学科理论思维，做好克服实践矛盾的认知准备；向外要深刻理解中国当前社会语境，全力聚焦本土生活实践。
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| 关 键 词： | 社会教育学 学科理论 社会需求 演变 创生 |
Evolution and Creation of the Disciplinary Theory of Social Pedagogy |
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| NAREN Gao-wa.Evolution and Creation of the Disciplinary Theory of Social Pedagogy[J].Journal of Ningbo University(Educational Science Edition),2022,0(1):54-063. |
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| Authors: | NAREN Gao-wa |
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| Affiliation: | (School of Educational Science, Shanxi University, Taiyuan 030006, China) |
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| Abstract: | The development of social pedagogy with Chinese localiz ed characteristics needs to clarify the creati ve logic of the disciplinary theory that social pedagogy has evolved from the social inception of pedagog ical concept s, then to the focused on the educational scale of social problems, and increasingly to today’s construction of learning community. This change shows that the creation of the disciplinary theory of social pedagogy follows the logic of social needs that social pedagogy is required to meet in different periods to develop the theoretical guidance of generating social values. Therefore, China’s creation of the disciplin ary theory of social pedagogy requires researchers to consider the current and future needs of the social advance on the principle of knowledge generation, which is embodied in the following aspects of i nwardly cultivating the disciplin ary way of theoretical thinking to make cognitive preparation for overcoming practical contradictions, and outwardly understanding China’s current social context to focus on local living practice. |
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| Keywords: | social pedagogy disciplinary theory social need evolution creation |
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