分析的教育哲学解决了什么教育议题

doi:10.16382/j.cnki.1000-5560.2018.02.010

摘要/Abstract

摘要： 20世纪60年代，分析的教育哲学同时在英美异军突起，不仅在方法论上提升了教育哲学的学术性，也具体形塑了以理性为基础的自由主义教育观，一度成为西方战后的主流教育思想。对此，海峡两岸已经有许多学者进行了阐释。本文希望能直入其中，借此引出重要的学术议题和成果，使华人世界更能领略其学术主张内涵。作者认为教育分析前期的基本主张，包括厘清教育理论之实践性质、坚持教育之内在价值、自主性的教育目的、重视知识形式的教育内容、理性教育方法涉及的课程、教学、道德教育等方面；教育分析后期对教育政策争议的哲学探讨，也有许多原创性的贡献。教育分析哲学近年来当然也免不了受到诸如多元文化、女性主义、欧陆后现代、后结构主义及马克思批判教育学之批评，在吸纳之余，它依然保持其竞争性之活力并持续发挥影响力。华人世界若能进一步梳理当年分析典范之众文献，将能扩大吾人视野，提升教育哲学学术及指引实践之双重目的。

关键词: 教育哲学, 分析哲学, 分析的教育哲学, 伦敦路线

Abstract: Philosophy of education, influenced by analytic philosophy, experienced a revolution in the 1960s in English-speaking world. Philosophers like Peters, Hirst and Scheffler promoted analytic philosophy of education as a mainstream academic discipline. The author argues that the topics of analytic paradigm in early times, such as practical nature of educational theory, autonomy as aim in education, have implications for the Chinese world. So do the liberal spirit of educational policies concerning political philosophy in later period, advocated by analytic philosophers of education. However, analytic philosophy of education has been criticized by multiculturalism, feminism, postmodernism and post-structuralism. The author holds that analyt-ic paradigm still remains a competitive and influential approach. It's suggested that by investigating numerous literature of analytic paradigm, the Chinese world can expand their horizons, promote the academic level of philosophy of education and inform educational practices.

Key words: philosophy of education, analytic philosophy, analytic philosophy of education, London Line

简成熙. 分析的教育哲学解决了什么教育议题[J]. 华东师范大学学报(教育科学版), 2018, 36(2): 87-100+156+157.

CHIEN Cheng-Hsi. What Educational Issues has the Analytic Philosophy of Education Resolved[J]. Journal of East China Normal University(Educationa, 2018, 36(2): 87-100+156+157.

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