Abstract：In contrast to “the scientific truth” which is oriented to the epistemic division between the subjective and the objective, “the humanistic reasoning” focuses on the ontological integration of the subjective with the objective. Educational studies require pursuit for both “the scientific truth” and “the humanistic reasoning”. As education is humanistic in its very nature, we suggest educational studies should evolve into a paradigm called “the humanistic reasoning”, complimentary to the paradigm of “the scientific truth”. Based on “the humanistic reasoning”, educational theories and practice need to both adhere to their tradition and make a further progress. Adhering to the tradition means “affirmation and representation” while progress reflects an active “piralling accumulation” and an orientation to “ontological drive” in methodology. This paradigm presupposes two basic assumptions:For one thing, the subject is the medium.Teachers are the common carriers and connectors of theories, principles and technologies.For another thing,the teacher is the curriculum.Teachers should attach more importance to self-cultivation.In order to revive“the humanistic reasoning”,we need to keep its merits in mind and achieve the unity of knowledge and practice consciously,following the principle of yin and Yang.In this way, a balanced self-development will be achieved between the educational studies as a whole and the individual researchers, leading to a health and stable educational progress.
张祥云. 教育学的“人文道理”范式及其特性[J]. 《深圳大学学报》（人文社科版）, 2021, 38(5): 135-142.
ZHANG Xiang-yun. The Paradigm of “Humanistic Reasoning” and Its Characteristics in Educational Studies. , 2021, 38(5): 135-142.
2021, Vol. 38 
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