传承与断裂:比较教育研究中“文化”意义的转变

Inheritance and breakage: on shifts of meaning of "culture" in comparative education research

文化是比较教育研究中一项重要的议题,对"文化"意义的认知理解影响着比较教育的研究方法与理论。"文化"的意义在比较教育研究中出现过多次转变,从早期实证主义研究范式的研究者把文化作为比较教育研究中的控制变项,到把文化视作重要因素探求教育的发展力量;再从认为文化是影响教育政策的约束初始条件,到把文化视为探求人类行为意义的背景原因。如今,在多元文化思潮下,比较教育研究需要我们重新思考"文化"的意义。

Culture is an important subiect in comparative education research, as the understanding of meaning of ＂culture＂ effects research method and theory of comparative education. The meaning of ＂culture＂ has shifted many times in comparative education research： from controlled variable in comparative education by positivism researcher in early period to important factors for searching the development of education, from initial constraint in educational policy to an explanatory context for searching meaning of human behaviors. Nowadays, we need to ponder the meaning of ＂culture＂ in comparative education research under the multicultural ideological trend.