论教育研究的现象学范式与实证主义范式的差异

摘要 作为一门研究如何"成人"的学科，教育学既是一门社会科学，更是一门精神科学，带有鲜明的人文属性和价值特征，这就从根本上决定了仅仅依赖自然科学、社会科学的实证主义研究范式是无法建立起具有浓郁的人文精神和奇妙的宏大运思的学科体系的。相反，教育所具有的"精神性""价值性""审美性""伦理性"和"艺术性"等特质却可以通过现象学研究范式来得到彰显。借助隐喻，从"看"与"思"的理论探微中我们可以探寻到两种范式的教育研究的本质差异之所在。首先，与实证范式的"看"不同，现象学范式的教育研究的"看"具有"可能性"与"延展性"，从而分化出"本质直观"与"客观注视"的区别。其次，通过"思"的"技术取向"与"精神取向"的比较，我们可以厘清现象学范式的教育研究更为关心要走向主体本身，要关心主体发展的"生长性"，从而树立起"统摄性"的发展意识。再次，从"本我—我思—我思对象"的三重结构中，我们可以看出现象学范式的教育研究关切主体的"生存之思"和"自由之思"，以此增强自身的非反思性的"自身意识"，以便从实证主义研究范式的"对象化"的思考迷误中抽身出来。
Abstract：Pedagogy, with its distinctive cultural characteristics and attributes of discipline, is not only a social science, but also a spiritual science. This paper explores the differences between the phenomenological educational research and the educational research of positivism from the theoretical perspective of seeing and thinking. "Seeing" the "probability" theory and "ductility" theory help distinguish the essential difference between "essence intuition" and objective gaze. After comparing the technical orientation and spiritual growth orientation of thinking, the authors elaborate the thinking path of education research under the guidance of phenomenological theory. And from the triple structure of ego-cogito-cogitatum, the authors argue that phenomenological paradigm focuses on the subject's thinking of existence and thinking of freedom, which will strengthen its own non-reflective self-consciousness and eventually pull off from the objectification vision of the wrong path.