摘要
从教育思维方式来看,实体思维从本质和规律、原理和模式等视角诠释教育活动和过程;而关系思维则试图从对话分析、过程分析、背景分析和层次分析等维度寻求教育研究的突破,但两者仍局限于概念思维层面。随着教育研究的深入,实践思维已初现端倪,在主体及其实践的基础上整合了实体思维和关系思维。在教育研究中,它重建了人在教育中的意义和价值、转化了一种新的教育研究路径以及形成了动态的变革思维。实践思维预示着教育思维方式的变革趋向。
Judging from the way of thinking on education, education is interpreted through educational substance and law, educational philosophy and model in episteme. However, there is a breakthrough in educational research which results from the analysis based on dialogue, process, background and level in relation thinking. Both of them are confined to conception thinking. With the further educational research going on smoothly, phronesis which is being formed integrates episteme with relation thinking based on man＇s subjectivity and its practice. Thanks to phronesis, the meaning and value of mankind in education is reconstructed, the new way of exploring education is shaped, and the dynamic thinking comes into being in educational research. Phronesis is foretelling a trend of change in the way of thinking on education.
出处
《云南师范大学学报（哲学社会科学版）》
CSSCI
2006年第5期30-35,共6页
Journal of Yunnan Normal University：Humanities and Social Sciences Edition
关键词
教育思维方式
实体思维
关系思维
实践思维
way of thinking on education
episteme
relation thinking
phronesis
