The Generation Logic Of Educational Theory

The generation logic of educational theory is a kind of logic which is the thinkingprocess in pedagogy research. This logic is composed of a series of concepts, judgments,reasoning and argument in the pedagogy range of subjects. The generation logic makeseducational theory justified and it is a regulation for pedagogy research to follow.Educational theory is the results from pedagogy research. Pedagogy research mustobey the generation logic of educational theory. Commonalities exist between thegeneration logic of educational theory and scientific theory, such as standardized,systematic and historical existence. But the generation logic of educational theory has itsown independent personality, which is practicality.The generation logic of educational theory is not static. It is always changing with thehistorical development, so the generation logic is a kind of self-generation logic. Therefore,the study of the generation logic of educational theory should be generated in the course ofdevelopment of pedagogy study. In this study, deductive reasoning and inductive reasoningare two main focuses, analogical reasoning is a secondary focus. This study would usethese focuses to explore the development in the pedagogy research, to find out deductivereasoning, inductive reasoning and analogical reasoning play what roles in the pedagogyresearch.By researching the history of pedagogy research, one thing could be found in thecourse of development of Western pedagogy research, has been flooded with“deductionism” and “inductionism”. Those two kinds of logical paths in pedagogy researchare always in debating. Because these debating, the western pedagogy research have gotmore development. But in our country, we cannot discover the self-development logic inour history of pedagogy research. This study figures out that there are two major problemsin our pedagogy research: single path and unstable foundations. To solve these problems,the generation logic of educational theory must to play a regulatory role in pedagogyresearch. In addition,“logical spirit” should be a regulation to follow in the pedagogyresearch process.In this paper, the framework includes five successive parts as follows:Introduction: Introducing the research background and research significance of thisstudy, the relevant literature review on the research analysis, put forward the spaceresearch still exists, and proposed the methods used in this research;The first chapter is an interpretation of “The generation logic of educational theory”: Interpretation of logic theory and education theory, logic and logos, the generation logic ofscientific theory and the generation logic of educational theory.The second chapter is Educational theories generated in the process of deduction,induction and analogy–three kinds of reasoning in the course of research anddevelopment of Western pedagogy: teasing out the evolution course of “nominalism-rationalism-deductionism” and “realism-empiricism-inductionism” and this study wouldcite some typical examples to this course.The third chapter is the generation logic of educational theory in our country:comparing with the generation logic of educational theory in Western country, this studyfigures out that there are two major problems in our pedagogy research: single path andunstable foundations.Finally, the generation logic of educational theory and the “logical spirit” of pedagogyresearch: to solve these problems, the generation logic of educational theory must to play aregulatory role in pedagogy research. In addition,“logical spirit” should be a regulation tofollow in the pedagogy research process.