摘要
“理论指导实践”是一个虚假的命题。基于此命题,教育研究中一直盛行着大量以“上帝句式”发布的实践指令:即“要如何如何”。这类实践指令酿就了一种“学究谬误”:即把研究者为解释实践所建构的理论模型倒置为实践的真正根由。学究谬误的产生,导源于人之自我欺骗的合理化本能以及二元对立的结构主义思维。较之于实践,理论总是灰色的,它不能指导、审判抑或决定实践,而只能对其进行既不充分又无结果的“抒情的解述”,使之暴露疑点。学究谬误的矫治,需要教育研究者谨慎标定理论的调门,并牢记研究中的自我反思。
＂Theory can determine practice＂ is a false proposition. Owing to it, there have long been so many prescriptions for practice which are expressed by imperative sentences like God＇s Words. Once explanations for practice are reversed as principles of practice, some＂scholastic fallacy＂ may come into being. The ＂scholastic fallacy＂ results from human nature of self-deception as well as the structural thinking mode of dualism. Compared with practice, theory is always weak and gray. Researchers, together with their theories, do not have the right to guide or determine educational practice except expressing their emotions to it or problematising it, which are neither adequate nor complete. To correct ＂scholastic fallacy＂, researchers themselves must be aware of the limits of the constructed theories and self-examination continually.
出处
《教育理论与实践》
CSSCI
北大核心
2007年第2期6-10,共5页
Theory and Practice of Education
关键词
“理论指导实践”论
学究谬误
实践逻辑
反思社会学
view of ＂theory determining practice＂
scholastic fallacy
logic of practice
reflexive sociology
