The Social Mirror Of Educational Knowledge

It is a indisputable fact that the development of pedagogy has been in a dilemma.The substance of the dilemma lies in the"dilemma of educational knowledge".Surpassing the dilemma of educational knowledge is based on the premise ofreflecting and adjusting the rational life of education. It is necessary to re-understandknowledge with the Sociology Knowledge and reconstruct the analytical frameworkof educational knowledge. Under the framework,to explore the social base,themode and process of knowledge production can provide a new perspective forreflection and adjustment of the rational life of education.Reconstructing the analytical framework of educational knowledge. The experim-ental and philosophical epistemology,the two schools of epistemology,all have the"reliability"knowledge as a purpose. The reliable study adopts the"closed view"ofknowledge and"isolated"methodology. The question of"why the public knowledgecan"to"reliability"knowledge"brings the appearance of"credibility"knowledge.The"credibility"research holds the option of"open"knowledge and the"interval"study ways. The"open"and the"interval"form the analytical framework of"credib-ility"research. Educational knowledge is changing from"reliability"to"credibility",but the transformation only remains on the ideas,not in the study ways and process.These has led to the contradiction of knowing and doing on the production ofeducational knowledge,and further made educational knowledge get into thedilemma. It is of benefit to form the new mode of knowledge production and throwoff the troubles that we use the"interval-open"framework to analyze the educationalknowledge. The"interval-open"framework take the"why the educational knowl-edge can"as its theme,adopts the"Restrictive Relativity Theory"and"SocialMaterialism",and take the theoretical ways to educational knowledge analysis fromform to content,also to coupling.Form analysis of educational knowledge. The form of educational knowledgeincludes the"surface form"and"deep form",the surface form refers to the conceptand proposition of educational knowledge;the deep form means the organizationalrules of educational knowledge. They are all adapted to the social development thatthe forming of education concept and the evolution of connotation. Society is the root of the existence of education concept,and conceptual connotation is establishedgradually by the educational subject in the use and communication. Educationproposition is used by the educational subject in the communication and can bedivided into the ideas of education,the conceptions of education and the commonsense of education. Education communication imparts reflection,dynamics andinterpretation to educational knowledge. The surface form of educational knowledgecan realize incremental progress by means of demonstration,and the substance ofdemonstration is to facilitate the socialization of individual ideas of education withthe help of knowledgeable opinions of academic group. The transformation of deepform has made incremental knowledge change in essence,and the shift of social lifeis the deep motivation of incremental progress. The organizational rules of educa-tional knowledge correspond to the order of the human being,and can investigate theprocess of incremental progress through the analysis of community type.The content analysis of educational knowledge. It is neither the"educationalfact"nor the"theoretical space"formed knowledge content,but the"meaning space".The interpretation to the meaning space can not be divorced from the text knowledge,it is determined by the theoretical space and the"previous opinion"held by readers.The text knowledge is a necessary way of the meaning space formed,thecontemporary educational knowledge focused on the formation of theoretical space,is not conducive to the formation of meaning space,which we should promote thewording of"should","may","perhaps",etc. to enhance the openness of theoreticalspace and promote the formation of meaning space in the academic community."Overlap"is an important way of the formation of meaning space,including"self-overlapping"and"groups overlapping",both show the intersubjectivity ofeducational knowledge production. The meaning space is composed of"hard core"and"expansion",the formation of"hard core"needs"repeat"and"expansion"needs"superposition."The overlapping of meaning space does not go smoothly,oftencollide with other meaning space of different"hard core",so"battle"is inevitable forsurvival.The production analysis of educational knowledge. The educational knowledgeproduction is embodied as the coupling of form and content,to explore theproduction process should focus on the knowledge coupling. The production processanalysis should be started in coupling"conditions",including education scholars,background knowledge and educational problems. The formation of scholars is notonly the individual process of knowledge acquisition,also includes the attribution and recognition of"academic community"and"academic generation". Backgroundknowledge is the sharing knowledge of educational knowledge society that is notreflected,it will provide the basic trust for educational knowledge production. Thebackground knowledge is changed with the evolution of social life style,there is nothe background knowledge that is not always reflected. Education is an unfinishededucation topic,the solution of educational question is"non-perfect","non-uniqueness"and"non-finality."First,the coupling of educational knowledge isexpanded problem space into a"theoretical box"by"three-dimensional",the"fill"and"blockade"will be implanted the theory space in the"theoretical box",theoverlapping of theory space is formed the"black-box"of meaning space that iselaborately decorated.The transcending of contemporary educational knowledge plight. This paperuses the study conclusions to analyze the plight of educational knowledge,which isfrom the"uncertainty"of deep form,"planarization"of meaning space and the"missing"of pedagogical knowledge authority educational scholars should graduallyestablish the deep form by the"basics with knowledge"and"intervention withgroups",prevent the"planarization"of meaning space by the"overlapped"production mode,and establish the authorities of the traditional interpretation oneducational knowledge.