| 教育学在什么意义上不是科学 |
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| 引用本文： | 文雪,刘剑玲.教育学在什么意义上不是科学[J].教育理论与实践,2004(7). |
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| 作者姓名： | 文雪 刘剑玲 |
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| 作者单位： | 华南师范大学教科院 广东广州邮编510631
(文雪)，华南师范大学教科院 广东广州邮编510631(刘剑玲) |
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| 摘 要： | 教育学的学科性质不可避免地与科学纠葛在一起,而从科学的划界、教育学与科学在某些研究基础上的不同表现,说明教育学和科学是对世界的不同的解释域,教育学没有必要也不可能完全科学化。探讨“教育学在什么意义上不是科学”,旨在表明教育学汲取的是科学精神,而不是“科学主义”,进而期待在科学精神的引领下,作为科学的教育学何以可能。
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| 关 键 词： | 教育学 科学 科学精神 划界 |
In What Sense Pedagogy Is Not Science |
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| WEN Xue,LIU Jian-ling.In What Sense Pedagogy Is Not Science[J].Theory and Practice of Education,2004(7). |
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| Authors: | WEN Xue LIU Jian-ling |
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| Abstract: | The discipline nature of pedagogy is inevitably entangled with science. From the division of science and non-science as well as the differences in some research foundation of pedagogy and science, we can see that pedagogy and science belong to two different fields of explanation, so it is not necessary, and actually impossible to make pedagogy completely capable of being taught. By discussing in what sense pedagogy is not science, we intend to show what pedagogy absorbs is the spirit of science, but not scientism so that pedagogy may develop healthily under the guidance of the spirit of science. |
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| Keywords: | pedagogy science the spirit of science division of science and non-science |
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