On The Scientification Of Pedagogy Knowledge

The pursuit of the scientification of discipline knowledge, is one of the most importantvalue orientation in the theoretical thinking. The scientification of Pedagogy is not aspontaneous and natural process, and it needs the theoretical consciousness, which can beseen as the inevitable result of the deepening understanding about educational practice. Theprocess of the scientification of Pedagogy shows that the scientification of Pedagogyknowledge can help promote the scientific level of Pedagogy, and enhance the explanatorypower of Pedagogy theory of education practice and guidance.The thinking about the scientification of Pedagogy based on two aspects: First, theconstruction of the Pedagogy in China is far from “science”, and let alone “scientism”. ThePedagogy in China is facing the pre-modern problems which need scientification, and themnot only cause the perplex of the theory, but also bring the disorder of the practice; Second,the introduction and transplantation of the ideological trend of modern western educationphilosophy(including “postmodernism”) is reasonable, but we need prove that the scientificityand rationality of taking western theories as theoretical tools for studying the problem ofeducation in our country. The simplistic interpretation of the western theories only can incurtheoretical sensation, while its influence on education practice is extremely limited. Theproblem consciousness in the current educational research is largely “dislocation”, whichwants to take “postmodern” theory to solve the problem of “pre-modern”, and it brings theneglect of the scientification of Pedagogy. If we don't have construction, we needdeconstruction, and the education community make a fake problem. It is a misunderstandingof the precaution of the modernity and scientification, and it is the time jump out from theinside.The scientification of Pedagogy knowledge is the basic premise and starting point of“scientific Pedagogy”. And the knowledge having clear logic and the exact expression is thebasic mark of the degree of the scientification of Pedagogy. The “scientific Pedagogy” is arigid discipline which has “unique research object”,“proper research methods”,“specialconcepts and propositions”,“accurate statements” and “reasonable logic structure”. Thisresearch is taking “object theory”,“methodology” and “language” as its logical clue.The explicit research object of Pedagogy is the premise of the scientification ofPedagogy knowledge. The main opinions about the research object of Pedagogy in China arethe view of educational fact, the view of educational phenomenon and rule, the view ofeducational phenomenon and the view of educational issue. This research deduces thateducational phenomenon is the research object of Pedagogy, because the educational phenomenon reflects the uniqueness of the Pedagogy, has high generality and reflects thepublic nature of research topic, as well as limit the Pedagogy research scope.The scientification of Pedagogy knowledge needs the guide of the adapt researchmethodology. The diversification trend of the methodology for the pedagogy knowledgeproduction will help expand and deepen knowledge of pedagogy, but we should insist thestandard which is centered on research object, and insure the methodology for the Pedagogyknowledge production can be applied to the “Pedagogy research object”,“specific researchobject” and “native research object”.The scientification of Pedagogy language is the mark of the scientification of Pedagogyknowledge. Theory thinking grasps the education practice through language. Only by thecanonical expression of the basic concepts and propositions in Pedagogy can strengthen thetheoretical dialogues in Pedagogy, and dispel the barriers between the educational theoryresearchers and the practitioners, give the vitality of practice for the theories, and thepossibility for the scientification of Pedagogy knowledge.