当代教育与文化
噹代教育與文化
당대교육여문화
CONTEMPORARY EDUCATION AND CULTURE
2015年
3期
6-7
,共2页
“生命?实践” 教育学%生命自觉%内立场
“生命?實踐” 教育學%生命自覺%內立場
“생명?실천” 교육학%생명자각%내립장
“Life?Practice” Pedagogy%life consciousness%internal stance
“生命?实践”教育学的形成是叶澜老师及其团队生命自觉的具体表现，彰显了学术自信与率真的诗意。“生命?实践”教育学的学科“内立场”提醒我们教育学的研究谨防无立场、无自我立场的外因误导下，由教育学自身裂变而造成的“内裂危机”和由其他学科单向介入而引发的“外解危机”的双重挤压下丧失教育学科独特的根基。
“生命?實踐”教育學的形成是葉瀾老師及其糰隊生命自覺的具體錶現，彰顯瞭學術自信與率真的詩意。“生命?實踐”教育學的學科“內立場”提醒我們教育學的研究謹防無立場、無自我立場的外因誤導下，由教育學自身裂變而造成的“內裂危機”和由其他學科單嚮介入而引髮的“外解危機”的雙重擠壓下喪失教育學科獨特的根基。
“생명?실천”교육학적형성시협란로사급기단대생명자각적구체표현，창현료학술자신여솔진적시의。“생명?실천”교육학적학과“내립장”제성아문교육학적연구근방무립장、무자아립장적외인오도하，유교육학자신렬변이조성적“내렬위궤”화유기타학과단향개입이인발적“외해위궤”적쌍중제압하상실교육학과독특적근기。
“Life?Practice” Pedagogy is the concrete embodiment of the life consciousness of professor Ye Lan and her team , and it manifests the academic confidence and the poetry of innocence . T he “internal stance” of “Life? Practice” Pedagogy reminds us that pedagogical research should be on guard against being misled by such external factors as taking no stance or having no self‐stance , and the corresponding result of losing the unique foundation of pedagogy under the double squeeze of the “internal disintegration” ,which is the result of the fission of pedagogy itself ,and the “external deconstruction” , w hich is caused by the unidirectional intervention of the other disciplines .
