A 3000-word thesis on educational philosophy
Diversified characteristics of American educational philosophy research and its enlightenment
Abstract: Since the middle and late 1980s, American educational philosophy has shown diversified characteristics in research foundation and form, research field and content, research perspective and researcher composition. With the development of the times, this feature has become increasingly prominent, which provides a more open space and possibility for studying and solving educational problems from multiple perspectives.
Keywords: United States; Educational concept; Diversification; arouse
China Library Classification Number: G40-02 Document Identification Number: A Document Number:1673-4289 (2009) 06-0013-03.
Since the mid-1980s, American educational philosophy has shown diversified characteristics in research foundation and form, research field and content, research perspective and researcher composition, which means different research trends have appeared in the field of American educational philosophy. Therefore, it is of great significance for us to accurately understand the philosophical basis of American educational development to explore the diversified characteristics of American educational philosophy research.
First, the performance of diversification characteristics of American educational philosophy research
(A) the basis and form of diversification research
Since the 20th century, the study of American educational philosophy still takes western philosophy as the mainstream or even the only research framework, and it covers all educational disciplines. After the mid-1980s, this situation has changed a lot, such as the philosophy of black education. Ren (Zen)? Educational philosophy and other new research directions, as well as new research foundations and forms such as mathematics education philosophy, higher education philosophy, teacher education philosophy, music education philosophy and environmental education philosophy.
Many new research fields and contents.
The study of educational philosophy not only studies traditional issues such as fairness, justice, power, authority, morality and ethics, but also studies outstanding issues such as education reform, teacher education, critical thinking, evaluation, education marketization and education policy formulation at the end of the 20th century. In addition, education under the network background, education in cyberspace, multicultural education, national identity and national education have gradually been brought into the research field of vision.
New perspectives of feminism, postmodernism and hermeneutics
In addition to continuing to use systematic and analytical methods, the study of educational philosophy also adopts new perspectives such as feminism, postmodernism and hermeneutics. Studying educational philosophy from the perspective of feminist educational philosophy means changing the traditional? Male cognition? Perspective, where do you want it? Gender sensitive? Look at education from a perspective and get rid of gender discrimination and gender stereotypes; Studying educational philosophy from the perspective of postmodernism is to study the so-called? Modernism? That is, deconstructing universality, pursuing ultimate truth, emphasizing rationality, propagating the mainstream and suppressing marginal problems; Studying educational philosophy from the perspective of hermeneutics means understanding educational problems and generating educational significance from the perspective of life world, emphasizing understanding education and people instead of treating people as? Things? For analysis.
All kinds of researchers.
For a long time, the research field of American educational philosophy is mainly composed of philosophical researchers and educational theorists. Since the 1980s, the composition of educational philosophy members can be said to be? All kinds of people? 、? Don't teach in class . Many educators and non-professionals have joined the study of educational philosophy, and the increase of female researchers has injected fresh vitality into the study of educational philosophy [1].
Second, American educational philosophers' views on pluralism.
(A) the diversity of educational ideas
Many American scholars acknowledge the existence of pluralism in the study of American educational philosophy, but they argue whether it can be regarded as a characteristic of the study of educational philosophy. In this regard, some scholars believe that the diversification of educational philosophy does not mean the fragmentation of educational philosophy research. On the contrary, there is consistency in the study of diversified educational concepts. Like Gao Jiawen? Nieman believes that although there is pluralism in educational philosophy, there are at least two consistences. The first is the consistency of any philosophical explorer's research. The second is that people who are called educational philosophers don't have to do similar research, but at least they are similar? [2]。 Some scholars believe that pluralism itself is a sign of the identity of educational ideas. Like Linda? Si Tong declared? Personally, diversity is a living force, not a villain. Educational ideas don't need consistency. In addition to focusing on education, there is no need to find the common ground that Niemen and Taoze said. Moreover, the concept of tolerance pursued by Mens and Lald has also been redefined, because diversity means no dominant tradition? Contain? Other traditions. ? [3] 1 In addition, some scholars put forward to suspend the diversification of educational ideas. Like Scott. Frye believes that on the issue of diversity, from the perspective of research paradigm and perspective, there should be less external arguments and more internal and trans-traditional opinions to improve the quality of school education. The difference of methods is not a problem worthy of attention, because if the classification of methods becomes the central issue, it will damage our work at hand and will not make us concentrate on our work at hand or achieve more achievements. We will not turn a blind eye to the problem of methods, and I don't think so either. However, we should first learn how to participate better. ? [4]
(B) the diversity of educational philosophy and disciplinary boundaries
The diversification of educational philosophy leads to the blurring of the disciplinary boundary of educational philosophy, which makes it overlap with other research fields in research content and research methods. Once upon a time, the boundaries between educational philosophy and other disciplines were clear, and educational philosophy defended its boundaries with philosophy. However, with the blurring of the boundaries of philosophy itself, the boundaries of educational philosophy defended by philosophy are also frequently in a hurry. If many scholars do not classify them as educational philosophers or educational sociologists by occupation, it is difficult to distinguish whether their works are educational philosophy works or social science works, because their methods and research topics do not belong to the traditional field of educational philosophy.
Diversified perspectives shake the foundation of educational philosophy, blur the boundary of educational philosophy, and then give people the impression that educational philosophy research is fragmented and bring some anxiety. But at the same time, it also makes the research field on the edge of educational philosophy make its own voice, which makes us re-examine the existing assumptions and brings new possibilities for the development of educational philosophy. ? If educational philosophy adheres to a model instead of pluralism, it will go to a dead end. Just as the diversity of biota is conducive to the growth of all living things, the world needs diversity, and so does the educational concept. ? [3]2
Thirdly, the enlightenment of diversification of American educational philosophy research.
(A) the diversity of educational ideas has always existed and become increasingly prominent.
In fact, diversification is not a temporary feature of educational philosophy research, but has been accompanied by the development of educational philosophy. In the socialist era, the study of educational philosophy is also diversified. Marxist educational philosophers use idealism, realism, idealism, pragmatism and other philosophical schools as their research basis. However, the research content system is basically the same, and they all study the educational purpose, educational value and curriculum. In the era of analysis, although analytical philosophy is the basis of educational philosophy research, the research foundation is single, but the concepts of analysis are diverse, such as education, teaching, knowledge and indoctrination.
American educational philosophers claim that the pluralistic characteristics of educational philosophy have become more prominent since the 1980s, second only to the socialist era and the analytical era. Moreover, the diversification of educational ideas also grows up in response to the diversified characteristics of educational structure and even the development of the whole society.
Indeed, the diversity of American educational philosophy research has caused the identity crisis of educational philosophy. Throughout the history of educational philosophy, the two key periods of the development of educational philosophy are faced with the task of redefining. For example, in the socialist era, educational philosophy moved closer to pure philosophy, thus liberating educational philosophy from social science and public welfare. In the era of analysis, educational philosophy only studies the concepts in education from linguistics, while educational philosophers just stand by with confidence in other issues of education. So, this time, where is the boundary of educational philosophy? It seems to be on the specific issue of educational research. However, the study of specific educational problems can also be carried out from the perspectives of psychology, sociology and anthropology, and philosophy is only one perspective to study these educational problems. In this way, educational philosophy still cannot establish its unique disciplinary status and research style through this boundary. So, from a philosophical point of view? But the problem is that the concept of philosophy itself is also facing challenges. Philosophers publicly declare the death of philosophy, just as Nietzsche declared the death of God as serious and painful. So, will educational philosophers announce the death of educational philosophy seriously and painfully one day?
(2) The diversity of educational philosophy research provides more open space and possibility for studying educational issues.
As for the boundary problem, educational philosophers are no longer proud of drawing the boundary like people in McClellan's time, but to meet the boundary. Chaos? Educational philosophy allows the existence of confusion and ambiguity in educational philosophy. All fields of educational problems are open, and educational research has no enclosure. All educational disciplines can study a problem, but the research perspective is different. The era of fixed theme and fixed problem domain no longer exists, and the diversified characteristics of educational philosophy research provide more open space and possibility for studying educational problems. Cliff. Clive Baker said? I boldly predict that the research topics of educational philosophy overlap with curriculum theory and educational psychology: in many ways, they deal with the same problem. The difference between these subordinate disciplines is not the division of labor, but the different perspectives and different centers of concern. When the centers of concern are separated, there will be a lot of overlap. ? [5] Philosophy is only the angle of studying educational issues, and it is not a knowledge that is above other educational research. The relationship between educational philosophy research and philosophical research is an equal exchange and mutual benefit. Philosophy is an invitation, and philosophy invites educational research to study from the perspective of philosophy with its own charm. The relationship between philosophy and educational philosophy is one of tolerance, understanding and communication.
(C) Enlightenment to China's educational philosophy research.
The pluralistic characteristics of American educational philosophy research are instructive to China's educational philosophy research. Although the study of educational philosophy in China is based on Marxist philosophy, it does not mean that Marxist philosophy is the only research perspective and method. Moreover, the formation and development of Marxist philosophy itself is the product of pluralistic integration. Therefore, China's educational philosophy research should also establish multiple research perspectives and methods. But in fact, the single perspective and method of educational philosophy research in China has caused the deficiency of educational philosophy research. Chinese scholars believe that it is mainly manifested in the following aspects: (1) it has not formed a complete and scientific methodology system; There is a lack of concrete research on the general research methods adopted in educational philosophy; Some methodological ideas are one-sided and unscientific.
China's educational philosophy should face practical problems and study the problems arising from educational practice. Since 1980s, China's study of educational philosophy is a study of educational knowledge, but it does not really point to colorful educational theories and practices. In the author's view, theoretical problems are different from knowledge research in education. Knowledge learning in education will not. In addition, this kind of research will display knowledge in a closed cycle and produce anything new. Research questions also come from philosophy or educational knowledge. The closed-loop demonstration of knowledge will only produce a few correct but useless rules and principles. Theoretical problems may come from the debate of knowledge or from practice, which will produce diversified new viewpoints, new insights and new ideas.
Education is a public and open field, and disciplines and research fields such as educational sociology, educational philosophy and educational anthropology can study all aspects of the same educational problem from different perspectives. So, should the educational concept be? Focus on educational knowledge? , but should I? Focus on educational practice or educational life? Do something for the theory and practice of education.
References:
[1] Shao Yannan. Comparison between Chinese and American researchers of educational philosophy [J]. Journal of Ningbo University: Educational Science Edition, 2006, (4): 9? 13.
[2] Alvin Neiman. Introduction: integration, tolerance and anticipation: 5 1 a review of the social state of educational philosophy [C]// educational philosophy society. Philosophy of education 1995. Illinois: University of Illinois at Urbana-Champaign, 1996: 1-3.
[3] Linda Si Tong. PES after the Millennium: Introduction to Philosophy of Education in 2000 [C]// Society of Philosophy of Education. Philosophy of education 2000. Illinois: University of Illinois at Urbana-Champaign, 200 1.
[4] Scott Fletcher. Introduction [C]// Society for Philosophy of Education. Philosophy of education 2002. Illinois: University of Illinois at Urbana-Champaign, 2003: 1-2.
[5] Clive Baker's philosophy and theory of education: Introduction [M]. Boston: Little Brown Company, 1974:290-29 1.
(Author: Zhejiang University School of Education, Hangzhou 3 10027)