复杂性研究范式论略及其教育学启示——以贝塔朗菲、普里戈金与皮亚杰为例.pdfVIP

2009年全国博士生学术会议 科技进步与社会发展跨学科学术研讨会论文集 复杂性研究范式论略及其教育学启示① ——以贝塔朗菲、普里戈金和皮亚杰为例 韦永琼1 （贵州师范大学教育科学学院，贵州贵阳，550001） 摘 要：理论生物学家贝塔朗菲（Ludwig von Bertalanffy），化学-物理学家普里戈金（llya Prigogine） 与教育心理学家皮亚杰（Jean Piaget），三者各自在其原有学科基础上，通过复杂性研究范式，创建了具有复 杂性特征的一般系统论、耗散结构论与儿童认知发展论。这启示着教育学研究者们开始思考，作为人文社会科 学而存在的教育学，综合意味着什么；其次，当学校教育在大多数社会问题中，陷于“巴尔干半岛之境地”时， 教育学领域对此做出合理的抗议是必需的；最后，复杂性科学研究范式，作为教育学研究的一个新通路，将更 能引起此门学科中的工作者们对跨学科综合意识与能力的重视和培养。 关键词：贝塔朗菲(Ludwig von Bertalanffy) ；普里戈金(llya Prigogine) ；皮亚杰（Jean Piaget ）；复杂性研究 范式; 教育学 On Complexity Research Paradigm and Enlightenment to Education ——With Bertalanffy, Prigogine and Piaget as Examples Wei Yong-qiong (College of Education Science, GuiZhou Normal University, Guiyang,Guizhou ,550001) Abstract: Theoretical biologist Ludwig von Bertalanffy, Chemical-physicist llya Prigogine and educational psychologist Jean Piaget, and three each in its original subjects, based on complex research paradigm, created a complex character with the general system theory, dissipative structure theory and theory of cognitive development of children. This reveals to education researchers began to think, as the humanities and social sciences in education, comprehensive what the meaning is. Secondly, the school education in most social issues, into the Balkanism, pedagogy field to make reasonable protest is necessary. Finally, the complexity research paradigm, as a new access road to educational research, would be better able to lead the faculty attach importan