解释学与教育：教育理论的解释功能

解释学使教育的理论获得新的本质和使命，它作为一种哲学方法，宣告教育作为一种人文真理的可能性。教育的本质不是自然属性的体现，而是人类意志和自由想象的赋予，在解释学的框架下，教育获得一种主观性本质。教育的理论是人对世界的理解，而不仅是对世界的一种“反映”。教育的理论提供了对教育的解释，同时教育的解释又创造了教育的理论。人不断地建构着教育，而不是被教育所建构。教育的理论既是人的想象的结果，又是创造教育的开始。人如何想象教育，教育就如何显现自身；人如何解释教育，教育就如何认同自我。教育的理论在解释教育的过程中，让我们看到一个又一个多样性、丰富性和创造性的教育与形态。
Hermeneutics enables education theory to obtain a new nature and mission. As a philosophicalmethod，hermeneutics declares the possibility of education to be human truth. The nature of education is notthe reflection of natural quality，but the endowment of human will and free imagination. Under the frame ofhermeneutics，education obtains a subjective nature. Theory of education is people’s understanding of theworld rather than a simple reflection of the world. Theory of education provides explanation for education，andmeanwhile the explanation of education creates theory of education. People keep constructing education ratherthan being constructed by education. Theory of education is not only the result of people’s imagination but thebeginning of creating education as well. How people imagine education leads to how education shows itself.How people explain education leads to how education identifies itself. In the process of explaining education，theory of education makes us see a plenty of rich，diversified and constructive education