摘要
学科产生伴随着知识分化,学科地位的高低又与知识分层密不可分,故知识与学科之间存在着唇齿相依的关系。从知识的角度来看,一种知识能不能成为一门学科,涉及到该科知识有没有分化并在大学得以建制,而一门学科的地位如何,涉及到该种知识的权力大小问题。从教育学知识及其学科权力的形成来看,教育学要真正突显其学科价值,就应以开放的态度迎接各学科知识的融合,积极投身于大学科系统之中,为社会发展贡献自己的力量。探讨教育学的形成以及教育学学科地位的形成,相较于就教育学谈教育学学科地位来说,更能说明教育学的学科地位及其未来发展趋势。
The generation of discipline goes along with the separation of knowledge, and the status of discipline is closely related to the stratification of knowledge. Therefore, knowledge has a strong relationship with discipline. From the perspective of knowledge, whether a kind of knowledge can become a discipline is related to whether knowledge of this discipline has been separated and then be set up as a discipline in universities, while the status of a discipline is related to the power of its knowledge. In terms of the knowledge of power, pedagogy should accept the integration of knowledge of different big discipline and contribute to the social development with an open value. To explore the formation of pedagogy as welt as the formation of pedagogy and the formation of its disciplinary disciplines, take an active part in the system of attitude if it wants to highlight its disciplinary disciplinary status of pedagogy will serve more for explaining the disciplinary status of pedagogy and its developmental trend than to talk about the disciplinary status of pedagogy from the perspective of pedagogy.
出处
《教育理论与实践》
CSSCI
北大核心
2012年第1期3-6,共4页
Theory and Practice of Education
关键词
知识
学科
教育学
学科地位
knowledge
discipline
pedagogy
disciplinary status
