教育心理学的危机：挑战和定位

doi:10.16382/j.cnki.1000-5560.2022.11.002

摘要/Abstract

摘要：

教育心理学作为心理学的一个分支已经有百余年历史，但作为一个独立学科，教育心理学还很年轻。从内部看，它依然缺乏属于自己的核心关切、概念体系和方法论；从外部看，它面临学科不断分化带来的新挑战。在21世纪的语境下，很难再把教育心理学看成是传统心理学的衍生学科，而无视它作为“设计科学”和“人文科学”的特质。对教育心理学的重新定位，需要确立它自身的核心关切，以有别于其他心理学科，尤其需要对教育心理学的认识论和方法论进行重新审视。传统的用于自然科学尤其是物理科学的机械还原逻辑必须让位于基于人的可塑性、开放性、选择性和成长性的生成（emergence）逻辑，同时要吸纳“设计科学”对人类学习和发展可能性的探索和优化努力，而心理行为证据则提供这种实践的可行性和约束条件。

关键词: 教育心理学, 自然科学vs.设计科学, 还原论vs.生成论, 教育的目的, 人的发展多样性

Abstract:

Educational psychology as a branch of psychology has a history of more than one hundred years. However, it is still very young as an independent discipline. Internally, it lacks central concerns of its own, a coherent conceptual system, and a distinct methodology. Externally, it faces new challenges brought up by the increasing division of disciplines. In the context of the 21^st century, it is increasingly difficult to view educational psychology as a sub-discipline of psychology and ignore its nature as “design science” and “human science”. Repositioning educational psychology entails distinguishing itself from other psychological sciences by establishing distinct central concerns, especially by re-examining its epistemology and methodology. The traditional logic of mechanical reductionism has to be replaced by an organismic logic of emergence that is based on the plasticity, openness, choice, and growth of human beings. At the same time, educational psychology has to draw inspiration from “design science” in its exploration of possibilities and optimality of learning and growth, while psychological and behavioral evidence provides the viability and constraints for such practices.

Key words: educational psychology, natural science vs. design science, reductionism vs. emergentism, aims of education, developmental diversity

戴耘. 教育心理学的危机：挑战和定位[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 4-24.

Yun Dai David. The Crisis of Educational Psychology: Its Challenge and Positioning[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(11): 4-24.

图/表 2

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研究目标取向	教育心理学	学习科学
学习者的本质	学习者的生物和社会本质	学习者对社会文化形态的参与和建构
学习的文化认同	学习在不同人群个体中的异质性	学习在学习共同体中的同质性
学习动机	学习动机的个人性和可还原性	人与世界的关系、意义和价值认同
知识形态	知识习得取决于个体的认知水平	知识建构取决于有效参与
高阶思维的来源	源于知识习得之上的努力	源于知识本身的追寻和主体间互动
学习的有效途径	个体的认知水平和动机水平	学习共同体的形成和优化

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