本文選題：教育人學(xué)　切入點(diǎn)：元理論　出處：《高等教育研究》2017年09期 　論文類(lèi)型：期刊論文

【摘要】：教育人學(xué)正經(jīng)歷從前學(xué)科形態(tài)到學(xué)科形態(tài)的轉(zhuǎn)化與形成過(guò)程,同時(shí)面臨后學(xué)科觀念、理論與方法的挑戰(zhàn)。教育之"人的哲學(xué)"決定了教育人學(xué)的理論負(fù)載性和形而上學(xué)性。教育人學(xué)理論包括了從真實(shí)世界到宏大理論的多層次理論,按照人類(lèi)活動(dòng)、知識(shí)、權(quán)力/話語(yǔ)可以分為多種理論類(lèi)型;其方法屬性包括學(xué)科互涉性、質(zhì)性和唯物辯證性等;其理論之真是由其多元性決定的,包括科學(xué)之真、規(guī)范之真、實(shí)踐之真,最后走向批判之真。
[Abstract]:Human education is undergoing the transformation and formation process from the former discipline form to the discipline form, at the same time facing the concept of post-discipline. The challenge of theory and method. The "philosophy of man" in education determines the theoretical load and metaphysics of human education. The theory of educational humanism includes the multi-level theory from the real world to the grand theory, according to human activities, knowledge, Power / discourse can be divided into a variety of theoretical types; its methodological attributes include subject interrelation, qualitative and materialist dialectics, etc.; its theory is really determined by its plurality, including the truth of science, the truth of norms, the truth of practice, etc. Finally, it moves towards the truth of criticism.
【作者單位】： 華南師范大學(xué)教育科學(xué)學(xué)院;
【基金】：國(guó)家社會(huì)科學(xué)基金(教育學(xué))一般課題(BAA13007)
【分類(lèi)號(hào)】：G40
，

本文編號(hào)：1637793