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文学家的教育情怀与教育家的文学情怀是教育小说同质异构的两翼。作为文学家教育情怀的文体表现形式,教育小说是德国文学传统的重要分支。这一优良的文学传统确立自歌德,并且很好地传承下来。作为教育家的文学情怀,教育小说奠基于卢梭、裴斯泰洛齐,这一教育文体形式随着教育研究的科学化与教育研究者身份的学术转向而渐趋沉寂。考今日教育研究之文体,论著为唯一的教育理念表达形式,但其不能具足、完整地表达自己的教育理念,它使研究作为“研究者自身生活史的产物与延续”的理念无法实现,并在其间造成严重的断裂,使既有的文本存在“言犹未尽”、“言不尽意”的缺陷,并由于这一缺陷,直接妨碍教育文本接受性的达成。作为一种历史的教育现象的教育小说给我们的启示在于教育研究者应充分扩展自己的思想表达的文体形式,以在教育理念与教育生活之间形成“契合”。
Literary sentiment of writers and literary sentiment of educators are two different wings of the same school. As a stylistic manifestation of the writer’s educational feelings, educational novels are an important branch of German literary tradition. This fine literary tradition is based on the Goethe and inherited well. As an educator’s literary sentiment, educational novels are based on Rousseau and Pestalozzi. This form of educational literary style has become more and more silent with the academic transformation of educational research and the identity of educational researchers. The style and the book of today’s educational research are the only form of educational concept expression. However, they can not fully and fully express their own educational philosophy. This makes the research impossible to be realized as the concept of “the researcher’s own life history and continuation” In the meantime, it caused serious rupture, making the existing text flawed “indefinable” and “imperfect”, and because of this flaw, it directly hindered the acceptance of educational texts. The enlightenment from educational novel as a historical phenomenon of education lies in that educational researchers should fully expand their stylistic forms of thought expression to form a “fit” between educational philosophy and educational life.