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 (2): 97-102.doi: 10.16382/j.cnki.1000-5560.2020.02.009

• 基本理论与基本问题 • 上一篇    下一篇

论我国教育文化的自信——六谈教育学究竟是怎么一回事

陈桂生   

  1. 华东师范大学教育学系, 上海 200062
  • 出版日期:2020-02-20 发布日期:2020-01-21

On the Confidence of Educational Culture in China: The Sixth Reflection of “What Exactly is Pedagogy”

Chen Guisheng   

  1. Department of Education, East China Normal University, Shanghai 200062, China
  • Online:2020-02-20 Published:2020-01-21

RichHTML

470

PDF

301

摘要： 我国经历了漫长的西学东渐过程，并把西方的Pädagogik称之为“教育学”。在此期间，却对Pädagogik同教育学之间同中有别、异中有同的情况浑然不觉，以致外来的、本土的拿教育说事的比比皆是，甚至对以Pädagogik视野评议或挑剔我国教育建树的现象见怪不怪。本文尝试通过中西教育文化比较，揭示Pädagogik建构过程中存在问题的症结，从而在一定程度上重拾我国教育文化的自信，进而在有别于教育学的意义上形成对Pädagogik及西学东渐的再认识。

关键词: 教育学, Pädagogik, 教育, 教养, 西学东渐

Abstract: China has experienced a century-long process of western learning and takes the word “Pädagogik” as “Pedagogy”. However, we have been unaware of the similarities and differences between “Pädagogik” and “Pedagogy” for a long time. As a result, it is not uncommon to see the heated debates on “pedagogy” issues from foreign perspective and local as well as the criticism on the achievements of Chinese “Pedagogy” from the perspective of “Pädagogik”. This study tries to reveal the crux in the construction of “Padagogik” by the comparison of Chinese and western education culture, so as to improve the confidence of educational culture in China to some degree and understand the “Pädagogik” and western learning in a way which differs from “Pedagogy”.

Key words: Pedagogy, Pädagogik, education, cultivation, Western learning