华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (9): 1-15.doi: 10.16382/j.cnki.1000-5560.2020.09.001

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教育规律与教育规律研究

袁振国   

  1. 华东师范大学教育学部，上海 200062
  • 发布日期:2020-09-15
  • 基金资助:
    国家社科基金“十三五”规划2019年度教育学重大课题“立德树人的落实机制研究”（VEA190002）

Laws of Education and their Researches

Yuan Zhengguo   

  1. Faculty of Education, East China Normal Universify, Shanghai 200062, China
  • Published:2020-09-15

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摘要： 本文从有没有规律、能不能认识规律、怎样认识规律的哲学发问出发，通过对古代哲学家关于“第一哲学”的追寻、经验科学与理性主义的胜利、非理性主义和现象学的挑战的历史回顾，提出了规律是确定性与概率性的统一、普遍性与特殊性的统一、自由意志与群体选择的统一、“规律”与“规则”的统一的崭新观点。巴甫洛夫等人的学习研究、杜威等人从人为场景走向真实场景的教育实验、皮亚杰发生认识论的研究证明，对教育规律的认识是不断深化的过程。教育规律认识的每一次深化，都是思想与实证互动、实证研究方法取得新突破的结果。

关键词: 规律, 教育规律, 实证研究

Abstract: This article starts with the philosophical questions of whether there are laws, whether laws can be understood and and how to understand them. It first presents a historical review of First Philosophy sought by ancient philosophers, the success of empirical science and rationalism, the challenges posed by irrationalism and phenomenology. Then it argues that rules are the unity of certainty and probability, of universality and specificity, of free will and group choice. Pavlov’s research on learning, Dewey’s educational experiments from man-made situation to real-life situation and Piaget’s research on genetic epistemology, show that understanding laws of education is a process of progressive improvement. A deeper understanding of laws of education results from the interaction between ideas and evidence, as well as the breakthrough of empirical research methodology.

Key words: law, law of education, empirical research