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) ›› 2018, Vol. 36 ›› Issue (2): 79-86+156.doi: 10.16382/j.cnki.1000-5560.2018.02.009

• 基本理论与基本问题 • 上一篇    下一篇

分析取向教育哲学的精义及其实践——从我的教学心得说起

但昭伟   

  1. 台北市立大学教育系, 台北 10048
  • 出版日期:2018-04-20 发布日期:2018-03-22

The Essence and Practice of Analytic Philosophy of Education: From a Personal Teaching Point of View

DAN Jau-wei   

  1. Department of Education, University of Taipei, Taipei, China
  • Online:2018-04-20 Published:2018-03-22

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摘要： 本文以一己亲身的教学经验，来说明教育哲学在大学本科教学当中所碰到的困难，并提出可能应对的方法。文中交待了哲学活动及分析取向教育哲学活动的三个特征（即基本问题的处理、对话和论证的提出），并认为这三个特点促使分析哲学及分析取向教育哲学变得不容易为一般人所亲近。作者进一步说明，对中国人而言，分析哲学及分析取向教育哲学有它特别的难处。虽然如此，作者仍坚持分析取向的教育哲学有其优点，值得我们在课堂上作为教育哲学的教学主轴。

关键词: 分析取向教育哲学, 皮德思, 赫斯特

Abstract: This paper starts with the author's reflection on his teaching of Philosophy of Education in un-dergraduate courses. He confesses that his teaching, modelled on analytic philosophy of education, has not been very successful by any standard. He therefore tries to trace out the possible reasons for his failure. The author maintains that the essential characteristics of philosophical activities, characterized by the tackling of fundamental issues, dialogues and arguments, are the main reasons for students' unwillingness to approach philosophy of education. Moreover, he argues that Western philosophy in general, or analytic philosophy in particular is rather difficult for Chinese students. He hence suggests that good works which can manifest the essence of analytic philosophy of education in Chinese should be the main teaching materials for the under-graduate course of Philosophy of Education.

Key words: analytic philosophy of education, R.S.Peters, Paul Hirst