教育思想史的方法论探究

How to Write the History of Educational Thoughts

在教育思想史研究中,居主导地位的方法是在教育学的抽象层面上展开的,教育史学家的主要兴趣在于记载教育家的生平事迹及所提出的教育思想。这种研究方法的主要缺陷是它的非历史性,它把教育思想从其所在的具体历史语境中分离出来,把教育思想看成是教育家本人思考的结果。洛克、卢梭、夸美纽斯三位教育思想家思想有其不同的历史命运,因此教育思想史应该将教育家的思想置放在特定历史语境中去理解,从而明确一种教育思想是如何被接受、被拒绝又被重新发现的。

In the study of historical educational thoughts, the dominant method is now used abstractly. Most historians of education tend to record educators＇ life experiences and their educational thoughts. The research method is not historical, for it regards educational thoughts as the personal achievements of educators, isolating them from their historical context. This article analyzes the different fates of Locke, Roussseau, and Comenius. It points out that in the study of the history of educational thoughts a certain thought should be put in its historical context, and explains how it was accepted , rejected and rediscovered.