What are the problems in pedagogy?

Internationally, the problems faced by pedagogy include: First, its academic status is not high. Compared with other disciplines, the academic status of China's education discipline is not high, and its radiation ability is weak. The radiation of disciplines refers to the contribution of our pedagogy to other disciplines. Educators can read Durkheim, Durkheim and Bourdieu, but Bourdieu can't read pedagogy. We have absorbed many things from other disciplines, but made relatively little contribution to them. Therefore, whether in the United States, Europe or China, scholars engaged in sociology, economics and anthropology are deeply rooted, all have their own systems, paths and methods, and all have their great classics. When it comes to education, it seems to be a dwarf. Many people think that pedagogy is not a mature discipline, or a sub-discipline. Second, the discipline autonomy is not strong, that is, whether there are independent theories and methods. This is a topic that scholars at home and abroad have been discussing. What is the boundary of the concept of education? It's been said for generations. I can't say it clearly. Germans, Americans and French are all talking, and they are still talking to each other for a long time, and they can't say clearly. The autonomy of a discipline depends on whether its concept, system and boundaries are refined. Unclear definition means that the autonomy of this subject is weak and the threshold is very low. Third, different branches within the discipline are relatively isolated and lack dialogue. Pedagogy is actually a collection of various disciplines and related fields, so under the banner of pedagogy, although everyone studies education, the content of the research is completely different. When we went to the educational technology conference, we didn't even know what they were talking about. There is also the problem of paradigm differences. Some people think that empirical research is a research method, while others think that empirical research is very philosophical and emotional, so it is difficult for the two groups to talk. The fourth problem is the disconnection between theory and practice. It is often criticized that educational research does not care about reality and cannot solve practical problems. But when solving practical problems and studying practical problems, the academic circles will think that this is not academic. Therefore, the tension between theory and practice deserves our attention.

American educational scholar Laghman said: "Educational research is belittled by scholars in other fields, ignored by practitioners, teased or criticized by politicians, policy makers and the public." From this, we can also feel the embarrassing situation of pedagogy. In the first half of the 20th century, in the process of discipline education, social science began to alienate educational research. Because before19th century, social science was not independent of his own discipline, he sometimes discussed education and social issues together. After the beginning of the 20th century, sociology, economics and anthropology all had their own independent discipline systems, so they were alienated from education. Meanwhile, pedagogy must establish its own discourse system independently. To establish one's own discourse system is to draw a clear line with other disciplines. Subjects are independent of each other, which is alienation. In the second half of the 20th century, the relationship between social science and education began to be close. The immediate cause is that education began to become a major event of society, government and country at that time, and received unprecedented attention. Therefore, sociology, economics and anthropology began to slowly enter the research field of pedagogy, and there began to be more intersections between disciplines. But after that, another problem appeared: when educational research became more and more academic and standardized, educational research was accused of being divorced from reality. The tension between theory and practice seems to exist at any time. We know that the University of Chicago closed the Department of Education because it did not meet the standards of social science, perhaps because it felt that the Department of Education was not academic enough. Therefore, we can see that the discipline of education is in a very delicate position in the tension between theory and practice.