论文标题:教育研究的主体性问题研究
Research on the Subjectivity Problem of Education Research
论文作者 孙振东
论文导师 张诗亚,论文学位 博士,论文专业 教育学原理
论文单位 西南师范大学,点击次数 71,论文页数 141页File Size9284k
2003-04-01论文网 http://www.lw23.com/lunwen_177779492/ 教育研究;主体性;人文科学方法论;教育研究方法论
education research;subjectivity;methodology of the human sciences;methodology of education research
构建教育研究的人文科学方法论用以指导教育研究，是使教育研究摆脱唯科学主义困扰的必由之路。唯科学主义有各种表现形式，其主要特点是将自然科学研究中形成的“主客二分”和“理性独断”的思维方式运用于人文现象的研究，在人文问题研究中强调实证、量化的事实问题研究，而忽视甚至否定思辨、定性的价值问题研究。由于教育问题的复杂性，以及教育学脱胎于近代西方哲学，发展过程中又受实证科学成的影响，教育研究中的唯科学主义方法论倾向十分严重。尤其在我国，由于独特的社会历史原因以及教条主义的长期禁锢，教育研究中的唯科学主义倾向更为严重。借鉴哲学和史学方法论研究领域的新成果，建立教育研究的人文科学方法论成为当务之急。 本研究坚持教育的文化本体论观点，认为教育是一种基于人生观、价值观的文化现象，是一定教育观的外化。作为教育研究对象的教育，不是一种“主客二分”意义上的“客体”，而是一种“客体主体化”的人文现象。教育研究是教育研究主体的活动，教育研究主体的主体性贯穿于教育研究过程的始终。教育研究的过程和成果是教育研究主体性的物质外化和表现形式，体现着教育研究主体的人生观、价值观和教育观。由此确定，教育研究的主体性问题是教育研究的人文科学方法论的核心问题。 研究系统考察了西方哲学思想史上有关主体性问题的探索，重点考察了人文科学方法论在西方哲学、尤其在有着人文思想传统的德国哲学中的形成发展过程，对哲学研究、史学研究和教育学研究逐步摆脱“主客二分”和“理性独断”思维方式及客观主义研究态度做出的贡献进行了比较深入、全面的批判分析。从中进一步明确了教育研究的主体性理论在构建教育研究的人文科学方法论中的作用和地位。通过对历史上人文科学方法论思想的探讨，还明确了教育本体论、教育认识论与教育研究方法论的关系，认为教育研究方法论内涵着教育本体论和教育认识论，教育本体论和教育认识论是教育研究方法论的前提、基础和必要构成部分，而教育本体论和教育认识论问题的解决又要以一定的教育研究方法论为指导。 研究指出，教育研究整个过程，从选题、制定研究计划、选择研究的方式方法，到运用主客观研究条件展开具体的教育研究、形成教育研究成果，始终贯穿着教育研究的主体能动性。教育研究主体的主体能动性表现在教育研究的目的性、计划性、系统性和创造性等方面，同时还表现在研究主体对教育研究社会历史制约性的认识和超越上。 现实教育研究主体是有层次性的，可以个体研究主体也可以是团体主体、民族主体、某种社会形态(时期)的主体和全人类主体，即使个体主体也是可能代表其他不同层次的主体。由于研究主体人生观、价值观和教育观的多样化，教育研究必然形成多元教育理论并存的局面。
To construct the methodology of the human sciences of education research which guides education research, is the only way for education research to break away from the obfiiscation of scientism. There are various representations of scientism. Its major features are that managing the thoughts of "the dichotomy of subject/object" and "the rational dogmatism", which formed in the research of the nature science, in the research of humanities phenomena. And emphasizing the demonstrable and measurable study of matter of fact hi humanity issues bufignoring and even denying the value of pondering and discerning and the qualitative research. Because of the complexity of education matters and the birth of pedagogy from the western modern philosophy, which means that it was mostly affected by demonstration science, the trend of using scientism methodology in education research is very seriously. Especially in China, on account of the inimitable social historical reasons and the flowage of doctrinairism, the trend of the scientism in education research is more seriously. It is an urgent affair to instruct the Chinese education research by borrowing the new progenies from the philosophy and the methodology of historiography to establish the methodology of the human sciences for education research.This paper perseveres in the idea of culture ontology of education. We think education is a culture phenomenon basing on the philosophy and value view, and an outerization of certain education view. The pedagogy as a target of education research is not by the means of the "object" of the "the dichotomy of subject/object" but is a humanity phenomena of "object subjectization". Education research is an activity of education research of subject. The subjectivity of education research subject run through the whole education research process. The progeny of education research is only the representations of the subjectivity and subject activities of the education research and the philosophy, value view and education view of education research subjectivity. Therefore, the subjectivity of education research is the key matter of the methodology of the human sciences of education research.This paper reviews the exploration of the subjectivity issues in the history of western philosophy ideology, and makes further research of the process of the establishment and development of methodology of the human sciences in the western philosophy, especially in the traditional literae humaniores of Germany philosophy. Besides, this paper deeply and thoroughly analyses and criticize the contribution of the objectivism research attitude which is gradually getting rid of the thoughts of "the dichotomy of subject/object" and "rational dogmatism" hi philosophy research, history research and pedagogy research. To make the function and position more clearly, we realize the subjectivity theory of education research in the construction of the education research in methodology of the human sciences. To compare with the used thoughts of methodology literae humaniores, we make sure the relationships among the education ontology, education epistemology and the methodology of education research, which admit the methodology of education research constituting by the education ontology and education epistemology. The education ontology and education epistemology is the preconditions, bases and necessary conditions of the methodology of the education research. Whereas, the methodology of education research supervise the solution of the education ontology and education epistemology.This paper points out the subjective participation of the education research runs through in the whole process. The process consists from the select of topic, the establishment and discussion of plan, the mode and method of the research to the education research of the use of the subject and object condition to develop work. The representations of the subjective participation of education research subjectivity are the aim, plan, system and creation and so on. At the same time, it als
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