韩国“美式教育学”:成因、发展与本土化路径

Korean "American Pedagogy" : Causes, Development and Localization

教育学本土化是许多"后发型"现代国家面临的共同难题。20世纪上半叶,韩国教育学是日本输入的"殖民教育学"。第二次世界大战后,韩国流行美国的"科学的民主教育学",专业共同体、课程结构、学术论文的方法和选题都具有浓重的美国特征。韩国对美国教育学的单方面依赖造成了理论脱离实践的严重问题。基于这种困境,从20世纪70年代开始,韩国开始全力推进教育学本土化。其路径主要有四条:一是国家层面的倡导,建立本土化研究机构;二是学术界对外来理论和本土经验的持续反思;三是对韩国文化教育史的系统深入研究,推崇对韩国现实教育问题的实证研究;四是师法多种资源,不再"一边倒"地学习美国。韩国教育学从日本"殖民教育学"到美国"科学的民主教育学",再到韩国"美式教育学"的发展历程,彰显了韩国社会在融入世界主流文明与保留民族特色之间的平衡所做的努力。

Localization of foreign pedagogy is a common challenge for many late-modernized countries.Korean modern pedagogy was firstly characterized by"colony pedagogy"which introduced from Japan at the first half of 20th century.Then it turned out to be"American scientific and democratic pedagogy"after the Second World War.By imitating American pedagogy,Korea constructed very American professional community,curriculum structure,research methods and topics in education.This imitating process has caused serious divergence of foreign theory and local practice.By solving these problems,Korea stood up to push the movement of localization in 1970s.Firstly,Korean government expressed strong will to build Korean pedagogy,thus,established professional institutions for conducting local research.Second,professional community insisted on continuous reflections on external theories and local practice.Third,by advocating and using positive educational research to promote understanding of Korean history,culture and society.Lastly,Korea learns from other countries other than relying on American only.By continuous learning and refection,Korean pedagogy went through the process of"colony pedagogy","American scientific and democratic pedagogy"and"Korean American pedagogy",which expressed Korean society’s will to incorporate into the world mainstream civilization as well as maintaining their own national characteristics.