Paper Keywords: practical rationalism knowledge education research

Abstract: Pedagogy knowledge, as a kind of knowledge rooted in practical soil, has important authenticity? Practical reasons. Combined with the characteristics of practical rationality, the practical rationality of pedagogy is embodied in the reality, ideality and creativity of pedagogy knowledge. The practical rationality of pedagogy knowledge provides a harmonious and authentic proof for the practical turn of pedagogy knowledge, that is, pedagogy knowledge should respond to daily educational practice, educational research should move towards practice, criticize practice and guide practice, and researchers should have basic practical consciousness and attitude.

Pedagogical knowledge, as a kind of knowledge rooted in practical soil, has important authenticity attributes? Practical reasons. Pedagogical knowledge in this paper refers to pedagogy as knowledge, that is, all the knowledge obtained through educational research or all the knowledge that constitutes educational research.

First, the characteristics of practical rationality

1. Theoretical rationality and practical rationality

Rationality is a characteristic of human beings in the activities of understanding and transforming the world. The viewpoint that human beings know the world is theoretical rationality, and the viewpoint that human beings transform the world is practical rationality. In these two forms, practical reason is regarded as the relationship between man and the world. What should it be like? With people? What should I do? The concept of grasping questions and answering questions is higher than the basic standard of only combining objects and laws, and also higher than only knowing things? True colors? Answer the relationship between man and the world? How's it going? Theoretical rationality with the purpose of theme is the highest form of subjective concept grasping the external world and concept dealing with the relationship between man and the world. Kant first realized that practical reason is higher than theoretical reason. He thinks that theoretical reason is a world of necessity and causality, and practical reason is a world of teleology and freedom [1]. The priority of practical reason lies in that the concept of freedom can be established not in theoretical reason, but in practical reason; At the same time, what is not considered contradictory in the criticism of theoretical rationality, but not confirmed, is confirmed in the criticism of practical rationality.

Lenin said? Practice is higher than (theoretical) knowledge, because it not only has universal character, but also has direct realistic character. ? [2] The reason why practical rationality is higher than theoretical rationality is that theoretical rationality is seeking truth, while practical rationality not only seeks truth, but also seeks goodness on this basis, which is provided by theoretical rationality? What is this? And then what? How's it going? Further answer on this basis? What should it be like? 、? How come? Practical reason takes purpose as the fundamental standard and expects to create what should exist.

2. The characteristics of practical rationality

First, reality. Practical reason is practical wisdom based on reality and facing human life practice directly. Practical rationality originates from people's life practice and is a rational form of people's life practice. Real practical reason should face reality directly.

Second, value. Value is an important form of practical reason, which is very important to the relationship between man and the world. What should it be like? Reaction, right? Seeking goodness? The wisdom of. It is manifested in: first, choosing and determining the value goal pursued by practice; The second is whether the practical activities can achieve the expected goals and the value judgment to what extent; Third, people's social value judgment on whether practical activities are suitable for social behavior norms.

Third, the purpose. Practical rationality is the rationality that people meet their own needs and achieve their own goals. Purpose is the essential feature of practice and one of the basic attributes of human behavior, which is based on the needs of the subject.

Fourth, situational. Practical rationality is a choice in a specific situation. Because the practical situation has many unpredictable possibilities, it needs the flexible practical knowledge of the subject based on rich practical rationality, and the situation also determines the infinite and diverse possibilities of practice, so it needs practical wisdom to choose from the infinite possibilities.

Fifth, creativity. Practical reason contains the consciousness of criticizing reality, denying reality and transcending reality, and constantly constructs the possibility of reality to realize the process of purposefully and planned changing the real object and creating new objects. Is the possibility trend of object development selected and established by practical reason the future development of an external object? Ideal state? Conceptual presupposition is the conceptual creation of an ideal object, especially in the process of choosing various possibilities for the development of the object.

Sixth, ideality. Practical rationality is a dissatisfaction with the present situation of the relationship between man and the world, and an ideal desire to transcend and transform the relationship between man and the world. The establishment and construction of practical reason means that the subject establishes the practical goal of the relationship between man and the world according to his own needs, will, ability and objective conditions. This goal is the conceptual presupposition of the ideal state of the future development of external objects and the result of the future practical activities pursued by the subject. Conceptual creation of ideal object.

Second, the practical rationality of pedagogy knowledge

Pedagogy is practical knowledge rooted in human life practice and educational practice and pointing to practice. Herbart first emphasized the foundation and priority of practice for pedagogy, which Dewey also advocated? Educational practice can't be ignored. The ultimate reality of educational science is not in books, laboratories or classrooms that teach educational science, but in the hearts of people engaged in educational activities and in actual educational life? [3]。

Combined with the characteristics of practical rationality, the practical rationality of pedagogy knowledge is embodied in:

1. The reality of pedagogy knowledge

Pedagogy knowledge is the knowledge to face the educational reality. Not speculative knowledge based on theory, but practical knowledge based on practical philosophy facing educational reality.

The reality of pedagogy knowledge means: firstly, pedagogy knowledge points to people in reality, which is an educational ideal. If we are far away from the concrete world of primary education and people in practical education, we can't promote and improve practical knowledge in concrete practical life.

Secondly, the essence of education lies in practice. The deep connotation of pedagogy knowledge is practicality. Pedagogy becomes a kind of practice because of ideological practice, and thought is also life, because it is also a way to deal with things? To think about things. It is under the constant questioning, searching, caring, criticizing and guiding of the real educational thought that educational activities return to the fundamental foundation of obtaining practical character and make educational activities become educational activities. As IELTS Bells said,? Real education should first acquire its own essence? [4], and the essence of this acquisition lies in the constant questioning of educational practice by pedagogy as a practical research, even it? Not a kind of knowledge, but an action? [5]。 Pedagogy knowledge is a kind of existence of guarding education and a kind of life practice with its own purpose.

2. The ideal of pedagogy knowledge

Pedagogy knowledge is not only rich in reality, but also bright in ideals. Pedagogy knowledge is the ideal of educators to a great extent. The process of education is always full of the subject's theoretical presupposition about what kind of person should be, that is, educational ideal. In practice, the educational ideal is like light, guiding the educational subject to maintain the authenticity of education, leading people to become people and gain the way of life growth.

3. The value of pedagogy knowledge

Value is an important feature of practical reason, and pedagogy knowledge full of practical reason also contains thorough value color. Pedagogy, as an adult's knowledge, has been running through? What kind of person? And then what? How to become an adult? This is obviously a process of value choice. ? What kind of person? Direct decision? How to become an adult? The end determines the means. Through education, we can realize the unity of reason and irrationality, emotion and reason, thinking and perception, and body and mind. As a way of life development, education is to guide people's liberation, which is also the most important value choice of education.

4. Creativity of learning knowledge

Any kind of knowledge implies creativity more or less, but pedagogy knowledge, as knowledge based on practice, has unique creative performance. The main performance is that pedagogy knowledge, as the embodiment of practical wisdom, is a reflection and cognition of complex and changeable practical situations, full of uncertainty and without universal truth. Any kind of pedagogy knowledge is the result of the knowledge subject's experience, understanding and reflection on educational practice, which embodies individual creativity. No matter Comenius, Herbart, Rousseau, later Suhomlinski, makarenko and today's educational scholars, their educational works reflecting their educational knowledge are based on their rich practical experience or long-term academic practice reflection, especially the former, which irrefutably reflects the creativity of the knowledge subject.

5. The purpose of pedagogy knowledge

Actual rational action? Practice? Rationality has a distinct purpose. Practice, as an essential activity unique to human beings, lies in its distinct purpose. ? Is it an end in itself? This is the ontological feature of practice. Pedagogy knowledge, as knowledge directly facing educational practice, is full of people-oriented knowledge of purpose, and activities without purpose are not enough to constitute human practical activities, while educational practice, as a form of human life existence, always runs through the purpose of guiding human life growth.

6. Situational nature of pedagogy knowledge

Educational activities are carried out in specific situations, and pedagogy knowledge has situational characteristics. Any educational practice itself is closely related to a specific space-time scene, and pedagogy knowledge is the knowledge of the subject of space-time educational activities in a specific educational time. The spatio-temporal nature of educational practice determines the rhythm, development form and operation mode of educational activities, and also determines the methods and strategies of practical subject activities. The educational situation is constantly changing, there is no completely predictable educational situation, and the activity situation of the practice subject is also constantly changing, and there is no exactly the same educational situation. The situational nature of educational activities also requires the creativity of educational activities and the practical wisdom of educational practice subjects. The situational nature of educational practice not only embodies the practical rationality of pedagogy knowledge, but also determines the practical rationality of pedagogy knowledge.

Thirdly, the enlightenment of the practical rationality of pedagogy knowledge to educational research.

The practical rationality of pedagogy knowledge provides a basis for the practical turn of pedagogy knowledge in the sense of harmony and authenticity. The practical turn of pedagogy knowledge means that pedagogy knowledge should return to daily educational practice, which means that educational research should move towards practice, criticize practice and guide practice, and researchers should have basic practical consciousness and attitude.

From the cognitive perspective, the practical rationality of pedagogy knowledge shows that pedagogy knowledge is completely different from objective scientific knowledge and cannot be used blindly? Science? The measure standard of pedagogy knowledge. Some people think? Knowledge is people's relatively stable understanding and comprehension of something in the world in practice? [6]。 Because of the diversity of human practice types and cognition types, it also determines the diversity of knowledge types. Educational practice itself is a complex structure with multiple attributes and facts, but more value. Science is not a cause beyond value? [7], so regardless of the authenticity and characteristics of pedagogy knowledge, blindly pursue science and talk blindly? Scientific vocabulary? For pedagogy, it is tantamount to a flower in the mirror and a moon in the water. ? It has always been an illusion that humanistic knowledge tries to become independent knowledge like science. Humanistic knowledge is not so much factual knowledge as fate knowledge, that is, humanistic knowledge is not scientific knowledge, but a kind of life.

Save wisdom? [8]。 So? Perhaps we should jump out of the scientific process of pedagogy from the perspective of scientism, look at education and pedagogy from the perspective of daily life, reduce the pedagogy theory to the observation and analysis of teachers and students' teaching and learning activities in daily practice, present the real process of teaching activities, and link the meaning construction activities in the teaching process with the systematic analysis of right and wrong, right and wrong, so as to enhance the practicability of pedagogy research? [9]。

From the perspective of pedagogy knowledge research, an unavoidable problem in pedagogy knowledge is the relationship between knowers and knowledge objects, that is, the relationship between pedagogy researchers and research objects. Pedagogy researchers face two research objects: educational theory and educational practice. The former belongs to the process of pure speculation, while the latter is both the result of speculation and the experience of the research subject. Even if the former is really from theoretical speculation to theory, it can not be separated from the indirect confirmation of educational practice. ? Educational research is not a purely objective study with educational phenomena as the main body. Any real educational research is or should be a study of the educational life I have experienced. So, is any real educational research individual or should it be self-existent? [ 10]。 Pedagogical knowledge should be the result of experience, reflection and rational understanding of knowledge subjects in educational practice, and the result of interaction between knowledge subjects and educational practice as the birthplace of knowledge, rather than the result of subjective speculation and behind closed doors.

Returning to daily educational practice does not mean the complete disappearance of the division of labor between theoretical subjects and practical subjects, but emphasizes that pedagogy knowledge, as knowledge with rich practical knowledge, should have basic practical consciousness and practical perspective, and practical subjects should have reflective theoretical literacy. They infiltrated each other and formed a big family of educational knowledge creators, who enjoyed equal right to speak in front of educational knowledge. Actually? At present, in the field of pedagogy research in China, the biggest change in theoretical perspective is that some researchers have given up their attempts to construct grand theories, stopped on the road of scientific pedagogy, and started to pay attention to the daily teaching and learning activities in schools, so that the voices and words of researchers can be highlighted? [ 10]。 Only in this way, pedagogy knowledge will not become the self-talk of the theoretical subject.

References:

[1][ Japan] Anxin Nengcheng. Kant's Practice (Chinese Version) [M]. Fuzhou: Fujian People's Publishing House, 1984: 22.

[2][ Su] Lenin. Philosophical Notes (Chinese Version) [M]. Beijing: Beijing People's Publishing House, 1974: 230.

[3][ Japan] Huo Heyi-nan, et al. Theoretical problems of pedagogy [M]. Qu Cheng, translated. Beijing: Education Science Press, 1984: 22.

[4] Dewey's Selected Works on Education [M]. Zhao Xianglin, Wang, translated. Shanghai: East China Normal University, 198 1: 276 ~ 285.

[5][ Germany] Jaspers. What is education [M]. Zou Jin, translate it. Beijing: Life? Reading? Xinzhi Sanlian Bookstore, 199 1: 44.

[6][ America] Carlos? e？ Oliveira. Comparative education: the basic theory in development [J]// Li Changwei. Choice in educational perplexity. Qufu: Master thesis of Qufu Normal University, 2002: 44.

[7] Liu Shaojie. Pursuing understanding? Introduction to practical understanding theory [M]. Changchun: Jilin University Press, 1994: 129.

[8][ America] Griffin Postmodern science? Reproduction of scientific charm [M]. Beijing: Central Compilation Press, 1998: 1 1.

[9] Zhao. Philosophy of mind [M]. Beijing: Oriental Publishing House, 2001:182 ~195.

Tan Bin. From pursuing grand theory to entering school daily life? Pedigree description of the scientific process of pedagogy [J]. Journal of Nanjing Normal University: Social Science Edition, 2003(5).

?

Related papers: college students' papers, industrial and commercial finance papers, economic papers, educational papers? Popular graduation thesis

;