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1、从文化角度解读教育学的几点浅见（Abriefanalysisofpedagogyfromtheculturalpointofview）Ihavereadabooksuchaparagraphinthediscussionofthetheoryandpracticeofeducationrelations:"wheneducationpractitionersinbookreadingtheory,whenlisteningtothespeechoftheeducators,educationaltheoryineducationiftheactu
2、alworkersthoughtdeepstirred,soitsmainmissioniscomplete."So,basedonthetheoryofreadingbooks,theauthorattemptstointerpretfromtheperspectiveofculturaleducation,thebasictheoryoftheproblemsoflearningandthinking,carefultoinitiateandhopetoteachatall.First,fromtheculturalpointofview,t
3、heanswerto"whatispedagogy"hasopenedupawholenewfieldofvisionandinjectednewvitalityintothestudyofthisfield.Thequestionofwhatexactlypedagogyis,haspuzzledtheeducationaltheoristsformanyyears.Evensomepeoplecallit"Kant'sdifficultproblem"whichneedstobesolvedinanoverallway.Thisquestio
4、ncannotbeansweredaccurately.IntheearlytwentiethCentury,eventhemostfamoustheorist,EmileDurkheim(Durkheim),wassomewhatvagueinthedefinitionofPedagogy(pedagogics).Educationdoesnotmakeascientificstudyoftheeducationsystem.Itreflectsthecircumstancesoftheeducationsystemjusttoprovideg
5、uidancetoeducatorsongoodwork.Education(pedagogics)isthepracticaltheoryofEducation(education).Itborrowsthebasicconceptsofpsychologyandsociology."(1968)SincetheintroductionoftheconceptofscientificpedagogybyHerbart,aGermaneducatorintheearlynineteenthCentury,"scientific"hasalways
6、beenthegoalpursuedbypedagogy.Today,recognizedastheacademiccirclesathomeandabroad,thescientificlevelofeducationisnothigh;itnotonlycannotbecomparedtothephysicalandchemicalnatureofscience,butnotwiththeeconomicsandsociologyandothersocialsciencesin.Thisunderstandinghasledtogreater
7、effortstopursue"scientific"".However,unfortunately,inthis"scientific"wishfulthinkingofinfatuationandworship,fewpeoplethink:educationshouldnotbe"scientific"?Canitbe"scientific"?Peopleseemtohavesuchasilentbeliefthateducationmustbescientific,andthatonly"scientific"istheonlydirec
8、tionandoutletforthedevelopmentofpedagogy!Withregardtothefundamentalq
