中国教育学的文化传统的断裂。

The cultural tradition of Chinese <em>pedagogy</em> is splitting.

之所以教育成“学”的过程一波三折、教育学屡遭困境，是因为生活的、实践的教育学知识观并未能取代本质主义的、宏伟叙事的和规范描述的教育学知识观。

The reason why <em>pedagogy</em> twists and suffers dilemma is that lively and practical <em>pedagogy</em> knowledge cannot replace the doctrinism, elegant narratives and speculated description in <em>pedagogy</em> knowledge.

学校教育就长期被这种教育学所控制，并因此而排斥其他形式的教育学。

School education has been controlled by this kind of <em>pedagogy</em> for a long period of time and accordingly excludes the other forms of <em>pedagogy</em>.

它是教育学的一门分支学科, 是应用性学科.

As an applied discipline, it is a branch of <em>pedagogy</em>.

摘要弗莱雷是被压迫教育学的代表人物.

Paulo Freire is a representative of the <em>Pedagogy</em> of the Oppressed.

教育学、阅读、财经、营销和企业管理。

The <em>pedagogy</em>, reading, finance, marketing and enterprise management.

现象学教育学呼唤教育实践之人文精神的重新发现与回归.

Phenomenological <em>pedagogy</em> calls for the rediscovery and return of human spirits in educational practice.

范梅南是北美现象学教育学的主要代表人物。

Max van Manen is the major representative of phenomenological <em>pedagogy</em> in North America.

基于反本质主义教育学主张的批判性反思，我国教育学研究需要在具体的教育情境中追求确定性。

After critical consideration on the anti-essentialism in <em>pedagogy</em>, we should seek certainty in the new era.

本论题属于音乐教育学和音乐课程论领域的探讨.

This theory belongs to music <em>pedagogy</em> and courses to learn the property.