【作者】 刘来兵；

【导师】 周洪宇；

【作者基本信息】 华中师范大学 ， 教育史， 2011， 博士

【副题名】中国教育史学实践的历史考察与反思

【摘要】 本文是一项面向事情本身的问题探索。从理论与实践上对“什么是教育史”这一学科基本问题进行反思是有必要的。在对这一概念的先行理解中,发现通常意义上的“教育史”含有教育历史、教育史学和教育史哲学三重内涵。教育史学作为一项专门的学术实践领域,由教育史学说与教育史学科两大体系构成。教育史学者在从事教育史学实践的过程中,均自觉或不自觉地对“教育史”进行了理解,并应用到自己的学术实践中。教育史学者一般以显性与隐性两种逻辑指导学术实践,显性逻辑表现为教育史文本的叙述体系,隐性逻辑在研究范式中体现。教育史学者是活动的人,教育史学是人的活动的结果,结合生活实践、交往实践来考察其叙述体系与研究范式,是理解教育史学实践的路径。自1901年《教育世界》创办以来,罗振玉、王国维、蒋黼等人率先从事教育史学实践活动,这种实践是一种以移植为主,结合考据学方法的自发性学术实践。黄绍箕和柳诒徵则在“中国本位”的思想指导下,运用西方思想学说解释中国古代教育史,将考据学与西方实证史学相结合。胡适与陈东原在“实验主义”影响下追求科学的教育史学,使教育史学实践从自发走向方法论的自觉,教育史学说在此过程中创生,并使实证主义范式的教育史学达到顶峰。梁启超、何炳松提出的相对主义史学与实证主义史学针锋相对,姜琦与冯品兰以相对主义史学为理论指导,确立了相对主义范式的教育史学,使教育史学从客观记述转向主观解释。杨贤江在唯物史观指导下从事唯物主义范式的教育史学实践,以教育实质存在考察教育史。三种范式共同构成了多元化的教育史学。1949年后的中国教育史学实践在革命史观与唯物史观的博弈、阶级观念与历史主义的调和中,逐渐走向了一元化的革命史范式,教育史学沦为思想批判的工具,教育史学说失语,教育史学科停滞。1977年后的中国教育史学实践重新确立了唯物史观的历史观与方法论指导。教育史学在拨乱反正中回归传统,确立了教育思想史与教育制度史研究范式。在现代化理论与实践的双重影响下,现代化范式的教育史学实践肃清了革命史观的影响,以现代化为视域考察中国教育由传统向现代化变迁。文化史与教育史联姻的过程中,教育历史叙事成为一种新的研究取向,并确立了叙事史范式的教育史学实践。教育史元研究兴起,在面向教育史本身的过程中,教育活动史研究同样是一种令人关注的研究取向。四种研究范式使当代教育史学表现出一元多式的学术特征。对教育实践、生活、经验、事件的过程性关注,当代教育史学在实践转向中提升自己的实践品性。基于实践的视域与生活的立场,教育史学者在视域融合中回到教育历史现场,进行历史构境。综上,什么是教育史的可能理解是：一切教育史都是人的教育活动的结果,一切教育史学都是视域融合与历史构境的过程。基于此,本文结构如下：导论：问题提出、方法选择、概念界定、文献综述与意义诉求；第一章：对教育史学的概念、体系、视域与前提作了先行理解；第二章：分析了实证主义、相对主义与唯物主义范式共同构成的多元化的教育史学实践；第三章：分析了革命史范式主导下的一元化的教育史学实践；第四章：分析了回归传统、现代化、叙事史、活动史范式构成的一元多式的教育史学实践；第五章：论述了实践唯物主义视域下教育史学的实践转向；余论：提出教育史是人的活动的结果,教育史学是视域融合与历史构境的过程。更多还原

【Abstract】 The dissertation is about the exploration to the fundamental problem. It is necessary to think about the basic problem of education history theoretically and practically. Accompany with the understanding of the conception of education history, we will find that there are three connotations including education history, education historiography and education historical philosophy. Education historiography is consisting of education historical theory and education historical course. Scholars have their own ideas about education history in the process of education history practice, and apply to their ideas in their scholar practice. Manifest logic and hidden logic, these two kinds of logics are used to guide practice, as manifest logic shows statement system of the education history text, while hidden logic reflects in research paradigm. Scholars who study in education history are active people, and education history is the result of the activities of human beings. Combine with daily life practice and intercourse practice to study narrative system and research paradigm is the path to understand the practice paradigm of researchers.Since the publication of World of Education in 1901, Luo Zhengyu, Wang Guowei and Jiang Fu started practice activities of education history. It is the spontaneous scholar practice that based on the transplantation, and combine with textology. Guided by the idea of China-centered, Huang Shaoqi and Liu Yizheng took the western thought and theories to explain ancient Chinese education history, and combine textology with western empirical historiography. Influenced by the idea of experimentalism, Hu Shi and Chen Dongyuan pursued the education history to be a kind of science. They made education history to the way of methodology spontaneously from practice. The theory of education history was found, and it made education history which based on empirical paradigm to the peak. Liang Qichao and He Bingsong’s relativism historiography confronted with empirical historiography. Guided by relativism historiography, Jiang Qi and Feng Pinlan found the education history paradigm, which made the education history to the way of subjective interpretation from objective narration. China-centered historiography, empirical historiography and relativism historiography, the three paradigms, make the diversified education historiography.Gamed between revolutionary history view and materialism historical idealism, reconciled between concept of class and historicism, education historical practice in China after 1949 became the unified revolutionary historical paradigm. The theory of education history became the tool of idea criticism. The theory was aphasia, the system was stagnation. Until 1977, materialism historical idealism was established as conception of history and methodology. Setting things right made education history back to tradition. It was established by two paradigms which are history of educational thought and history of educational system. Influenced by the modern theory and practice, the revolutionary history paradigm was instead of modernization paradigm. The new paradigm studies Chinese education from tradition to modern in the fusion of modernization. During the combination between cultural history and educational history, education historical narration becomes a new kind of research orientation, and established education history practice based on narrative historiography. In the process of education-oriented, the rising of educational history meta-study makes the education activity history to be a new focused research orientation. These four kinds of research paradigms make modern education history become monistic multilinkers.Focused on the education practice, life, experience, and process of events, modern education history improves practical characteristics in the way to practice. Based on fusion of practice and standpoint of life, education scholars back to the education history site in the fusion of horizons, and then establish the historical situating.All in all, reasonable understanding of what is education history is as following:education history is the result of the activities of human beings; education historiography is the process of fusion horizons and historical situating.Based on this, the structure of this dissertation is as following:Introduction:problem posing, method selection and meaning seeking.Chapter one:pre-understanding of concept, system, and fusions of education history.Chapter two:analyze the diversified education history practice which consists of empirical education historiography, relativism historiography and materialism historiography.Chapter three:analyze the unified education history practice guided by revolutionary history paradigm.Chapter four:analyze the education history practice which consists of tradition, modernization, narration and activity paradigm.Chapter five:discuss the practice-orientation of education history under the fusion of practical materialism.Conclusion:education history is the result of the activities of human beings; education historiography is the process of fusion horizons and historical situating.更多还原