Exploration Of The Fundamental Relation Between Educology And Psychology

On the basis of literature, this paper analyses the generating process of the fundamental relation between educology and psychology, retrospects and reflects with details the development of educology knowledge and educational research methods during the periods of speculation and positivism, makes an analysis of the possibility of mutual reference to counteparts' research methodology,. And it also preliminarily predicts the future relation between them. In all, it's hoped that this paper can lead to many more similar research of educology development.Epistemology is about knowledge origin and its development. It's inevitable in logic for psychology and educology to combine in epistemology, because psychology studies how cognition develops, and educology explores how people get knowledge. In fact, western psychology and educology have developed with the philosophy and sicience development, for insance, the turning meaning of the demarcation between philosophy and theology for the forming of psychology and educology as subjects; the decisive meaning of the borderline between philosophy and science for the independence of the two subjects. Positivism decides the development direction of western psychology, which consequnently makes educational theories positivismization.China imported both psychology and educology around the beginning of the twentieth century. That psychology is the basis of educology is accepted as a rule, and it hasn't had the above-mentioned generating process. Therefore, in this paper, with the analysis of the perspective of times, subjects and figures, the embryology of the relation between psychology and educology is western, but the issues that are discussed is Chinese. At present, a new kind of epistemology, ie, the study of complexity in natural science and study of culture in humanities, may be helpful for China's educology to deal with the special issues in China's context.Psychology has made fundamental contributions to educology foming, independence and development. As one result, children's development characteristics and learning process have become the centre issues in the field of school educational research. So learning mechanism, development mechanism and the edcational research methods and methodology to deal with which, are what both educology and psychology concern, and what this paper centres on.Psychology knowledge of the mechanism of learning and development has enriched educational theories, heightened the educology scientificity and fastened the steps of educology scientization. Many educational theories, such as double-foundation training, creative thought cultivation, programmed learning, discovery learning methods, taxonomy of educational objectives, teaching design, subjectivity education, problem-based learning, have originated from psychology theory. It also has influenced the content and structure of educational textbooks, put forward the theoritical foundation for educational reform, inspired educaters to rethink several important kinds of relations in education, such as the one between knowledge and ability, education and development, teaching and learning. All in all, educology has developed in the foundamental relation with psychology.A new kind of epistemology, ie, the study of complexity in natural science and study of culture in humanities, has made some educaters realize the complexity of educational research object and the trend of pluralization. The key to study the complexity is the renewal of both thinking methods and research paradigms. There are some similarities and differences between psychology and educology in assumption about human nature, thinking methods and subject property, which makes the possibility of the mutual reference to each other. Briefly speaking, educology learns to concern evidences and facts from psychology in the field of "educational activity", while psychology learns from educology research methodology, which is characteristic of entirety, integration and dynamic.Since psychology and educology initially united in epistemology, this paper prospects that they cooperate and make dialogues in the new epistemology, whoseapproaches at least includes the following three--paying particular attention to thefrontiers of conterparts' fundamental research, forming the temporary common consensus without giving up their own characters, and breaking subject barriers to co-study the common critical issues, such as children's development characteristics and learning process.