Keywords: characteristics of pedagogy
Pedagogy as a discipline, since its birth, exclamations such as "agitation, confusion, predicament, crisis, disintegration and end" and "Pedagogy has become the territory and colony of other disciplines" are still heard. Pedagogical researchers feel "lack of confidence", and they can neither establish their independence nor reach a unified consensus on the disciplinary characteristics of pedagogy. Whether pedagogy is a "pure theory" discipline or a discipline that should focus on "guiding practice" is constantly debated. On the one hand, the study of pedagogy cannot avoid borrowing theories from other disciplines such as psychology and philosophy; On the other hand, in order to strive for the independent position of pedagogy, researchers must explore the disciplinary characteristics of this discipline to distinguish it from other disciplines. Pedagogy has at least the following three characteristics:
First, practicality.
Pedagogy is essentially a subject about the practice of human educational life, which belongs to the social spiritual life and the social relations of social ideologies and concepts such as science, art and religion, and has the characteristics of spiritual value.
Pedagogy should face up to educational practice, strengthen the originality of its own development, change the passive acceptance and selection of knowledge resources in related disciplines, maximize the acceptance and selection scope of knowledge resources in related disciplines, and actively participate in discipline construction and knowledge production in related disciplines.
Many people think that it is difficult for pedagogy in the past to play its role in guiding educational practice, mainly because these theories ignore the inherent characteristics of educational practice, such as diversity, situation, uncertainty and generation, and ignore the subjectivity of teachers in the process of implementing educational theories and the supporting value of teachers' personal experience or knowledge. In other words, they create a gap between universality and particularity.
In order to solve this problem, researchers mainly explored from two aspects. First, reposition the relationship between pedagogy research and educational practice. For example, some people abandon dual thinking and emphasize the two-way nourishing relationship between pedagogy research and educational practice. On the basis of questioning the guiding theory, some people attribute the role of pedagogy in educational practice to "rational enlightenment" and so on. Secondly, it focuses on analyzing the personal characteristics of teachers' practice. For example, some people extensively study Polanyi's epistemology and explore the mode of teachers' personal knowledge. Others learn from Aristotle and Gadamer's practical philosophy to tap teachers' practical wisdom or educational wisdom, and so on. In addition, the concepts of "action research", "narrative research" and "reflective teaching" all reveal the original intention of returning to teachers' practical experience and appealing to teachers' practical rationality.
Second, "humanity"
The doctrine of the mean refers to destiny, frankness refers to Tao, and cultivation teaches.
Our education attaches too much importance to tangible teaching and learning, and thinks that plain communication is the most important function of teaching and educating people. In fact, "education is to teach people things on the one hand, and to develop things on the other: therefore, it is impossible for people to know how many natural gifts they have." In the past, the lack of attention to human nature and human natural endowment led to a series of educational problems. "The humanities, which take human experience as the object, survive in the gap between mathematics, linguistics and biology, and the subjective value of human beings is constantly dismantled and digested in the spiritual science and ethnology. ..... After the loss of people's value belief, in modern society, people's consciousness, soul, subjectivity and humanity are all restricted by knowledge and power, and people's meaning and value are also in an unprecedented predicament. At this time, modern education is no longer to impart humanistic knowledge to people's inner soul, but to institutionalize the power operation of people's bodies and discipline people into a subject that can automatically generate and reproduce power/knowledge relations and discourse. Because of this, pedagogy should be based on the study of how to cultivate people again. Talent is the logical starting point of pedagogy, and "humanity" is the most important feature of pedagogy. Specifically, humanized education is embodied in educational practice forms such as life practice, labor practice, communication practice and aesthetic practice.
The study of human nature should be based on the teachability of human nature. "If human nature remains unchanged, then there is no need for education at all, and all educational efforts are doomed to failure. Because the meaning of education itself is to change human nature, in order to form new ways of thinking, emotions, desires and beliefs different from pure human nature. If human nature is immutable, we may only have training, but not education. "
In addition, pedagogic researchers should learn from researchers of literature, history, philosophy, politics, economics, law and other disciplines, and expand the research foundation from a simple subject foundation to a broader life foundation. They should not only use the research results of related disciplines to study education issues, but also explore their own value basis and direction from the life of teachers and students and the whole social life, and criticize and guide their values. Pedagogy researchers can integrate the knowledge of other disciplines only if they have a deeper and more direct humanistic concern for modern life and social problems and really pay attention to the spiritual life, emotion and life fields of teachers and students, which not only really prevents pedagogy from becoming the garden of other disciplines, but also changes the marginal position of pedagogy in the whole discipline system and moves from the periphery to the center in the disciplines related to people.
What education uses to stabilize its own foundation can only be based on its intrinsic value and function, which is the eternal starting point and destination of cultivating people. With this solid foundation, education can respond to complex social changes more soberly and appropriately, and can change with social changes soberly and rationally. The same is true of pedagogy.
Third, complexity.
Pedagogy is a subject based on human educational activities. This innate discipline characteristic makes pedagogy research inevitably have an impact on people. In all pedagogy, there are two roles: giver and receiver, which constitute the basic educational factors. Due to the characteristics of roles, people's subjective initiative and understanding will change with different individuals in different educational processes. Moreover, in terms of educational purposes and means, there will be differences and changes in methods for all educational means because of individual differences. At the same time, for the purpose of education, the emphasis and emphasis of each instructor will be different. Then, coupled with the subjective factors of the educated themselves, the complexity of pedagogy research will increase. Therefore, in the actual pedagogy research, the height of research should be based on the background of people and society, and at the same time, pedagogy research should be carried out in combination with the differences of different disciplines and people. Therefore, the complexity of pedagogy research shows both strong sociality and strong artificiality.
To sum up, due to the development of society and the process of human civilization, the research of pedagogy has made great progress. Pedagogy is a subject about people. Where there are people, there is education in a broad sense. Whether we study its subject characteristics or compare it with other related subjects, its purpose is only to serve the development of human society.