教育史研究的前提假设及其意义

The Premise and Significance of Research on Educational History

传统教育史学强调要在搜集史料上下工夫,似乎不穷尽史料就不能有发言权。而本文认为,教育史研究当然要搜集材料,然而史料无论多么丰富,它本身却并不构成真正完备的教育史知识。史料并不是史学,单单史实本身不可能自发地或自动地形成教育史学,最后赋予史料以生命的或者使史料成为教育史学的,是要靠教育史家的思想。任何一种教育史叙述或解说,不可避免地是根据某种哲学的前提假设出发的。作者试图通过美国教育史学史上的两位著名代表人物的比较以说明上述观点。

Traditional research on educational history is based on collecting historical data, believing ＂no data, no voice＂. This article believes that studying history of course needs data, but data itself doesn＇t consist of self-contained knowledge of educational history. Historical data is not historiography. Only historical data itself cannot form historiography of education. The idea of historians is the only tunnel that endows data with life. Any kind of depiction or definition, inevitably would be based on the premise of certain historical philosophy, and this article will explain abovementioned point of view through two notable character in American educational historiography.