关于教育学研究对象的回顾与再思考

Review and Reflection on the Research Object of Education

摘要: 教育学研究对象的界定是教育学这一学科得以持续发展的关键所在。文章从教育学的基本界定出发，阐述了确定教育学研究对象在整个学科发展进程中的核心地位。通过对学界讨论的将“教育”“人”“教育事实”“教育存在”“教育现象”“教育问题”以及“教育现象及其规律”作为教育学研究对象等七种具有代表性的观点进行系统性地梳理与分析，揭示了每种观点在理论构建与实践应用中的优势与局限性并综合提出自身相应观点。站在新的历史起点上，面对教育学发展的多元需求，我们更应该明确讨论目的，秉持一种平等包容的学术态度，理性审视并尊重各种不同观点的独特价值，在此基础上共同致力于教育学理论体系的优化建构，以期从根本上推动教育学学科的全面可持续发展。

Abstract: The definition of the research object of education is the key to the sustainable development of the discipline of education. Starting from the basic definition of education, this article elaborates on the core position of determining the research object of education in the entire development process of the discipline. Through a systematic review and analysis of seven representative viewpoints discussed in academia, including “education,” “people,” “educational facts,” “educational existence,” “educational phenomena,” “educational problems,” and “educational phenomena and their laws,” the advantages and limitations of each viewpoint in theoretical construction and practical application are revealed, and corresponding viewpoints are comprehensively proposed. Standing at a new historical starting point, facing the diverse needs of the development of education, we should clarify the purpose of the discussion, uphold an equal and inclusive academic attitude, rationally examine and respect the unique value of various different perspectives, and work together to optimize and construct the theoretical system of education, in order to fundamentally promote the comprehensive and sustainable development of the discipline of education.