逻辑的方法之用--论教育哲学研究方法

Logic as Method: Research Method of Philosophy of Education

教育哲学研究正在遭遇方法乃至研究性上的质疑，原因是教育哲学研究并没有应用现代研究推崇的规范化研究方法。从目的和方法的关系来看，教育哲学研究的根本追求是教育智慧，而教育智慧又需要通过对教育事物的整体性把握来获得。因此，教育哲学研究对整体性把握教育事物的追求决定其在方法上具有以下基本定位：教育哲学研究方法是整体性把握事物的方法；教育哲学研究方法的基本处理对象是命题；教育哲学研究方法的基本环节是命题收集、整理和再表达。教育哲学研究在方法上的这种基本定位最终决定了教育哲学研究方法在根本上是逻辑推理方法，既可以有传统的演绎逻辑方法和归纳逻辑方法，又可以有以逻辑推理为内核的概念分析法和现象学方法等。

The research of philosophy of education is challenged for its method and even its nature， because it has not applied the normative methods that modern research canonizes. From the perspective of the relationship between aim and method， the fundamental pursuit of research of philosophy of education is the wisdom of education， the gasping of which needs the overall understanding of educational issues. Therefore， the pursuit of overall understanding of educational issues determines that the research method of philosophy of education has the following basic orientation: it is a method of grasping overall issues; proposition is its basic object; its basic procedure is collecting， sorting and re-expressing propositions. The basic orientation of the research method of philosophy of education ultimately determines that it is fundamentally a method of logical reasoning. It not only refers to the methods of deduction and induction， but also the method of concept analysis and phenomenology centering on logical reasoning.