教育研究:走向复杂

教育研究通常有两种研究范式,分别称之为实证范式和理解范式。从存在哲学认识论角度看,两种范式的认识逻辑分别是"是"—"是者"与"在"—"在者"。然而,它们在"语言界限"和"逻辑界限"上都表现出了颠倒与混乱,其主要原因在于教育活动的复杂性。复杂事物只有通过复杂性理论进行研究。运用复杂性理论对教育进行再认识可以发现,这两种范式在研究中都存在着难以承受之力。鉴于当下所使用的研究方法存在不足以及教育活动自身的复杂性,教育研究应遵从复杂性研究,做到把教育的价值研究与事实研究结合起来。

Educational Research:Tending toward Complexity

There are normally two kinds of paradigms in educational research, one is empirical paradigm, the other is comprehensive paradigm. Viewing from the epistemology of existential philosophy, the cognitive logic of the two paradigms are separately the "is"-"that is" and "being"-"being in-itself". However, they show perversion and confusion in "language limit" and "logic limit", whose reason mainly lies in the complexity of educational activity. The research on complex matters can only be conducted by theory of complexity. Through re-cognition of education by applying theory of complexity, we can find out that the two research paradigms have the force hard to bear in the research. As for the shortcomings of current research method and the complexity of educational activity, educational research should abide by complexity research and integrate educational value research with fact research.