价值中立与价值灌输：布雷钦卡教育学思想研究

Value-Free and Value-Imparting： A study of Brezinka's Educational Thoughts

在德国，一直存在着教育学的人文性和科学性之争，并在20世纪60年代发生了关于教育学性质的大讨论。这里探讨的就是引发这场大讨论并处于讨论之风口浪尖的德国当代著名教育学家布雷钦卡教育思想中的两个方面：在教育科学方面主张价值中立，以建立以因果关系为核心的教育科学体系；在教育哲学方面，倡导进行超越科学的价值教育，甚至是价值灌输，以捍卫个体人格的稳定性和社会最低的价值共识。布雷钦卡的这两个转变－从教育学向教育科学的转变，从教育科学向教育学的转变－并不矛盾，而是相互补充，显示了其教育学思想的稳健性和新保守主义倾向，体现了德国教育学对科学时代和价值多元主义的回应。

There was a continuing debate about the humanity and scientificity of pedagogy in Germany and a great dispute on the nature of the pedagogy took place in 1960s. The well-known educationist Wolfgang Brezinka raised the debate was pushed to the front of the debate. This paper examines the two important aspects of Wolfgang Brezinka's educational thoughts: an emphasis on value-free in educational science in order to establish a causality-focused system of educational science; an emphasis on value-imparting， even value indoctrination in educational philosophy in order to ensure the stability of the individual personality and shared value in society at the minimum level. It points out that the two aspects show a change from pedagogy to educational science and a change from educational science to pedagogy， which does not contradict but complement each other. The educational thoughts of Brezinka， with its viability and new-conservatism tendency， reflect a response of German pedagogy to the scientific era and the pluralism of value.