【作者】 褚远辉；

【导师】 陈时见；

【作者基本信息】 西南大学 ， 比较教育学， 2010， 博士

【摘要】 教育比较活动的历史源远流长,而作为学术制度化的比较教育学是以朱利安的《比较教育的研究计划与初步意见》的诞生为标志的。比较教育的产生一方面源于强烈的社会需求,另一方面也是教育科学学术逻辑发展的必然结果。比较教育学产生以后,它在帮助民族国家建立近现代教育制度、促进各国教育的改革与发展,进而促进各国政治、经济、科技和文化等方面的发展上发挥了巨大而独特的作用。在当代,比较教育的价值和功能越来越呈现出多元化和多样化的时代特点。尤其是在全球化和教育在经济社会发展中的全局性、先导性和奠基性作用普遍被认同的时代背景下,比较教育研究的重要性和必要性进一步凸现了出来。在比较教育发展的过程中,出现了一种十分尴尬的现象：一方面,比较教育研究无疑是有价值的；另一方面,比较教育的独立学科身份却一直受到广泛的质疑,比较教育又面临着身份和生存的危机。从总体上看,这种危机主要源于两个方面的原因：一是比较教育学科体系建设的薄弱性(比较教育与成熟学科的距离尚远)；另一方面则是比较教育的学科功能在被其他学科所分解和替代。基于这种认识,解决比较教育身份和生存危机的思路和途径主要就在于两个方面：一是加强和完善比较教育自身的学科建设;另一方面就是进一步探询比较教育的独特学科价值和作用,并从比较教育研究的有用性和作用的不可替代性来为比较教育独立学科身份寻找依据和辩护。从比较教育的学科建设来看,当前越来越多的人倾向于认为比较教育的学科体系是由比较教育的本体论、比较教育的认识论、比较教育的方法论和比较教育的价值论等构成。如此,价值论成为了比较教育学科体系的一个有机组成部分和重要范畴。加强比较教育的学科建设自然也就离不开研究比较教育的价值问题了。而从比较教育研究的有用性来看,与这个问题直接相关的还是比较教育研究的价值。从这个意义上讲,探询比较教育研究的有用性也规避不了比较教育的价值问题。这样,研究比较教育的价值问题就显得十分重要了,它成为摆脱比较教育身份和生存危机的一个重要切入点。但令人遗憾的是,当回顾比较教育发展的历史时,我们义惊奇地发现,比较教育价值问题的研究却是如此之薄弱。主要表现在历史上一些有影响的比较教育学家关于比较教育价值问题的研究十分贫乏,并且有关比较教育价值问题研究的专著和论文也微乎其微。比较教育价值论无疑又是比较教育学科体系中的一个薄弱环节,研究该问题的现实针对性由此也呈现了出来。所有这些就构成了我们研究比较教育价值问题的初衷和主要理由。从学术发展的逻辑来看,研究比较教育价值的学术原点在于对价值和教育价值等概念的分析上,这是基于教育学是比较教育学的母体学科,比较教育学是教育科学发展必然结果和产物的认识。教育价值是一般意义的价值的具体化和特殊表现形式,而比较教育价值又是教育价值的具体化和特殊表现形式。从价值到教育价值再到比较教育价值的分析顺序应该是符合学术逻辑的。尽管当前在学术上对价值概念的认识尚有分歧,对价值概念的界定也不尽相同,但更多的人开始把价值认识作为反映客体属性与主体需要之间关系的一个范畴,并认为它是与事实认识相对应的一个概念和范畴。而教育价值则被认为是指“作为客体的教育现象的属性与作为社会实践主体的人的需要之间的一种特定的关系,对这种关系的不同认识和评价就构成了人们的教育价值观。”在认识价值和教育价值概念的基础上,我们尝试性地给比较教育价值的概念作了界定：比较教育价值是指反映比较教育自身的属性、性质、特点、功能和功效等与一定主体(包括社会、群体和个体)的需要之间关系(满足还是不满足、适应还是不适应、促进还是阻碍、一致还是不一致等)的一个范畴。与比较教育价值相联系的概念就是比较教育价值取向(比较教育价值取向就是比较教育研究的主体基于对比较教育价值的判断和自身的需要而对比较教育价值进行选择时所表现出来的一种态度、意向和倾向性等,它的实质是基于一定主体对比较教育研究的具体需要而对比较教育现实多维价值的一种选择和取舍。)和比较教育价值论(比较教育价值论是指一定主体对比较教育价值的总体认识和看法,即一定主体对比较教育价值的认识、理解、态度、判断和评价等的总称。)等等。同时,针对在比较教育的实际研究中,比较教育价值的概念往往是与比较教育目的、功能、意义和作用等诸多概念混杂在一起的状况,就很有必要作好这几个相关概念的辨析工作,主要是找出比较教育价值与这几个概念的区别和联系,以此提高比较教育价值概念的分化和独立的程度,这无疑也是提高比较教育价值问题研究科学性的一个必然要求。尽管比较教育价值的研究涉及到的问题是复杂多样的,但首先要解决的还是一个“为什么”的问题,即为什么要研究比较教育价值,研究比较教育价值到底具有哪些意义和作用。在本文,我们主要分析了研究比较教育价值问题的理论意义、实践意义和现实针对性等,这三个方面也构成了我们研究比较教育价值问题的意义结构,它可谓是我们研究该问题的原因和内在依据。历史的继承性是任何一门学科发展的共同规律和特点。每门学科的发展都具有历史性、阶段性和继承性等,任何一门学科都不可能是突然从天上掉下来的和从地下冒出来的,而一门学科每一阶段的成果既是前一阶段发展的结果,又是后一阶段发展的起点和基础。学科的发展就是一个阶段接一个阶段,螺旋式上升,永无止境的。也正是基于这样的认识,今天我们研究比较教育价值就不能割断历史,就应该把它放在历史的长河中进行考察。因此,在比较教育发展史上一些著名学者关于比较教育价值的思想和观点一方面为我们研究该问题提供了宝贵的文献资料和历史基础：另一方面.也为我们的研究提供了切入点。因此,历史上的比较教育价值的思想和观点就不能不成为本文的一个重要内容和部分。如前所述,在当代,比较教育研究越来越显现出多元化和多样化的价值取向,比较教育研究价值的丰富性和复杂性就要求我们对比较教育研究的价值进行分类。这一方面固然是为了更好地认识比较教育研究的价值；另一方面也是为了更好地实现比较教育研究的价值,即更好地发挥比较教育在促进民族国家发展、促进教育改革以及促进国家之间相互交流、合作与理解等方面的功效。因此,比较教育价值的分类就应该成为本文研究的另一个重要内容和部分。在比较教育价值问题上,我们不能为研究而研究,我们研究比较教育的价值问题并不是最终的目的,研究比较教育价值更在于充分发挥和实现比较教育的“应然价值”。因此,探讨影响比较教育价值实现的内外条件和因素,促进比较教育价值的实现就必然成为本文研究的最终目的和归宿。如此,比较教育研究价值的实现自然就成为了本文研究的另一个重点和内容。更多还原

【Abstract】 Comparative studies in education has a long history, and M. A. Jullien’s outline and preliminary views of a work on comparative education (1817) marked the birth of comparative education with the feature of academic institutionalization. Comparative education originates from strong social demand on the one hand, and is the inevitable result of development of educational science in academic logics on the other hand. Comparative Education has played tremendous and unique roles in building modern education system for the nation state, promoting education reform and development in various countries, and then enhancing their development in political, economic, technological and cultural respects, In modern times, the value and function of comparative education has increasingly presented the characteristics of times as diversity and variety. In particular, due to globalization as well as education’s overall, forerunning and foundational roles in economic and social development, the importance and necessity of comparative education study are becoming a prominent issue.With the development of comparative education, there emerges a very awkward phenomenon. On the one hand, comparative education study is undoubtedly valuable; on the other hand, as an independent discipline, comparative education’s identity has been widely questioned, it is facing a crisis of identity and survival. In general, such crisis is mainly arisen form two reasons. One is comparative education system of vulnerabilities (Comparative Education and are still far from mature subjects); the other is the disciplinary function of comparative education was decomposed and substituted by other disciplines as alternatives. Based on this kind of cognition, two aspects can be ideas and approaches to resolve the identity and survival of comparative education. For one thing, to strengthen and improve discipline construction of comparative education; on the other hand, to inquire about the unique value and role of this subject, and to seek the foundation and defense for identity of comparative education as an independent discipline form the perspective of its usefulness and irreplaceable roles.From the perspective of comparative education’s discipline construction, more and more people tend to believe that the discipline system of comparative education consists of ontology, epistemology, methodology, value theory of this subject. In this way, theory of value has become an integral part and important category of comparative education system. From the view of usefulness, this issue directly relates to the value of comparative education study. In this sense, while probing the usefulness of comparative education study, we cannot avoid such issue as value of comparative education, which appears to be more and more important, and it became as an important breakthrough point out of the crisis of status and survival. Unfortunately, when recalling the history of comparative education, we were surprised to find that the study for value of comparative education is so weak. Mainly owing to lack of study for value of comparative education made by influential educators in the history, and monographs and papers on the value study of comparative education are also minimal. The value theory of comparative education is undoubtedly a weak link in subject system, the reality of this problem has emerged out of this target. All of these constitute our original intention and the main reason for studying value of comparative education.From the logic of academic development, the academic origin of value of comparative education study lies in analyzing such concepts as value and educational value, which based on the reality that education as the maternal discipline of comparative education. Comparative education is the inevitable result of development in science of education. Educational value is the embodiment and special form of value in general sense, and the value of comparative education is as of the educational value. From value to educational value then to the value of comparative education, this analysis sequence should be consistent with academic logic. Although there still exist more divergences in cognition of value in current academic, as well as have many different definitions, more people began to recognize value cognition as a category to reflect the relationship between the object properties and needs of subject, and as a concept and category that corresponds with factual cognition. The education value is considered to mean’a particular relationship between the objective property of educational phenomenon and the needs of human as the subject of social practices, such different perceptions and evaluation for this relationship constitute people’s education al value’.Based on the cognition of value and educational value, we attempt to make a definition for the value of comparative education, that is, a category reflecting the relationship between the properties, nature, characteristic, function, and the main effect of comparative education and the needs of certain principal part, including social, groups and individuals. The value orientation of comparative education is a concept related to its value, which means an attitude, intentions and preferences, etc. shown by the subject of comparative education study in choosing the value of comparative education based on value judgments and their own needs. The main essence is an option and a choice for multi-dimensional of comparative education reality based on certain subject’s specific needs for comparative education study. Another concept is the value theory of comparative education, which means certain subject’s overall knowledge and belief in the value of comparative education, namely the general term of certain subject’s knowledge, understanding, attitudes, judgments and evaluation of its value. Meanwhile, in practical research, the concept as the value of comparative education often mixed with purposes, functions, significances and effects of comparative education. Under this circumstance, it is very necessary to identify the differences of these related concepts, mainly explore the differences and relation among them. With the purpose of raising degree of differentiation and independence in the concept of value of comparative education, which undoubtedly also as a necessary requirement for making the value study of comparative education become more scientifically.Although the study for value of comparative education involved issues complicated and various, the question of "why" should be solved above all, that is why study the value of comparative education, from which meaning and function can be provided at all. In this paper, we mainly make an analysis for theoretical significance, practical significance of study for value of comparative education and its realistic pertinence. These three aspects constitute the meaning structure of studying the value of comparative education, it can be said the reasons and internal basis of this study.Historical inheritance is common law and characteristics of any subjects. Each discipline’s development has the same features as historical, stage and inheritable, any subject cannot be a sudden fall from the sky or from the ground to emerge. For a subject, the achievement in each stage is the evolution of previous stage and the starting point for the latter stage. Discipline is an endless stage of development one stage from another, growing up in an upward spiral. Based on this understanding, the study for value of comparative education cannot chop up the history. Therefore, some well-known scholars’ideas and views on the value of comparative education provided a valuable basis of literature and history on the one hand, as well as the starting point of our study. For this reason, historical ideas and views on the value of comparative education cannot help but become an important content and part of this paper.As mentioned earlier, the contemporary study of comparative education reveals more and more value orientations as pluralism and diversity; its richness and complexity requires us to classify the value of comparative education study. On one hand, to better understand the value of comparative education; On the other hand, to better realize the value of comparative education study. In other words, to better play the roles in such aspects as promoting the development of nation-states, of the educational reform and of international exchanges, cooperation and understanding. Therefore, the classification of the value of comparative education should be another important content and part in this paper.On the value of comparative education, we cannot study for the sake of study. The study on value of comparative education is not the ultimate goal, but more to fully exert and achieve its deserved value. Therefore, the exploration of internal and external conditions and factors influencing and promoting the value realization of comparative education will inevitably become the ultimate goal and the end results of this study. In this way, the value realization of comparative education is another focus and content of this paper.更多还原