CAJ | 학술논문

潘懋元的“两个规律论”、“教育适应论”是历史的必然，不是历史的误区，是符合客观现实的，应该从实践论的角度，而不是“从理性分工的角度”审视“两个规律”；潘懋元的“两个规律论”、“教育适应论”，强调教育要适应社会政治、经济、科技文化的发展并为其服务，在理论上、实践上对我国高等教育的发展、社会的发展起了积极的推动和引领作用。“认知理性”观点，认为高等教育要摆脱“适应论”的思想束缚，必须“回归认知理性”，“高等教育本质上是发展认知理性的事业”、“高等教育追求的核心目标应该是认知理性的发展”。这不是高等教育的“核心”和“本质”，不能超越和取代“两个规律论”和“适应论”。
반무원적“량개규률론”、“교육괄응론”시역사적필연，불시역사적오구，시부합객관현실적，응해종실천론적각도，이불시“종이성분공적각도”심시“량개규률”；반무원적“량개규률론”、“교육괄응론”，강조교육요괄응사회정치、경제、과기문화적발전병위기복무，재이론상、실천상대아국고등교육적발전、사회적발전기료적겁적추동화인령작용。“인지이성”관점，인위고등교육요파탈“괄응론”적사상속박，필수“회귀인지이성”，“고등교육본질상시발전인지이성적사업”、“고등교육추구적핵심목표응해시인지이성적발전”。저불시고등교육적“핵심”화“본질”，불능초월화취대“량개규률론”화“괄응론”。
“Two Regularities Hypothesis” and “Education Adaptation Hypothesis” put forward by Pan Maoyuan are not historical misunderstandings but historical inevitability and they are in line with the objective reality,which should be viewed on the basis of practice rather than “a rational division of labor”. “Two Regularities Hypothesis” and “Adaptation Hypothesis” are put forward to emphasize that e-ducation should adapt to and serve the development of society,politics,economy,technology and culture, and theoretically, practice plays an active role in promoting and guiding the development of China’s higher education and society. “Cognitive Rationality” holds that higher education should get rid of ide-ological restraints of “Adaptation Hypothesis” and must “return to cognitive rationality”,because “higher education essentially is the cause to develop cognitive rationality” and “the core objective of higher e-ducation should be the development of cognitive rationality”. However,the “core” and “essence” held by“Cognitive Rationality” are not correct and they are not supposed to transcend or replace “Two Regu-larities Hypothesis” and “Adaptation Hypothesis”.