从教育学史到教育学术史

From the History of Pedagogy to the Academic History of Education

以“用”为目的、向西方倾斜而自我否定的学术心态、公式化的创作方式和形式化地追逐西方学术新潮以便迅速在中国加以运用等的结合,是中国现代教育学的重要传统,它导致了中国教育学在文化上的双重隔绝:既隔绝于中国文化历史传统,也隔绝于西方文化历史传统。要改变这一状态并使教育学保持必要的文化张力,理应把传统教育学术纳入研究视野,从教育学史拓展到教育学术史的研究。

It is the important tradition of modern pedagogy in China to pursue the Western new academic trends in the self-negative mentality and formulistic approach for the rapid application in China. Such blind practice has caused the dual separation of Chinese pedagogy in both Chinese culture and Western culture. To change the situation and keep the necessary cultural tension of pedagogy, it is necessary to include the traditional pedagogic academics into the field of educational research. Therefore, the transition from the history of pedagogy to the academic history of education is one of the possible options for relevant studies.