论比较教育实证分析研究范式

Positivism-Analysis Paradigm in Research of Comparative Education

实证分析研究范式曾经是比较教育学科中重要的研究范式之一,它以科学哲学作为理论基石,把教育过程归结为自然过程,相信教育现象背后必然存在着因果关系,并认为主体可以通过一定的工具操作而获得对客体的认识。从学科先驱朱利安,到安德森、诺亚和埃克斯坦等著名比较教育学家都希望通过实证分析范式建立一种可反复检验的科学理论。但实证分析范式也存在着一定的局限性,需要从研究对象、研究主体、研究对象与研究主体关系等角度进行分析思考。

As one of the research paradigm, positivism-analysis was very important to the development of comparative education. Theoretically it is based on contemporary scientific philosophy. It generalizes education process as a natural process, believes that there must be a cause-effect relationship between and behind educational phenomena and holds that the subject may get to know the object through certain instrumental operation. The famous educators, from the comparative education pioneer jullien to Anderson, Noah and Eckstein, hoped to construct an educational theory that could be repeatedly tested through positivism-analysis paradigm. However, this paradigm is not all-powerful and cannot find solutions to all educational problems. Hence, this paper aims at analyzing and clarifying the limitations of this research method from the angles of objects and subjects of study and their relationship.