当代西方教育史学的发展

The Development of the Postwar Western Historiography of Education

传统的西方教育史学主要是近代师范教育的产物,以直线进步史观描述近代民族国家学校教育的发展并关注大教育家的思想。在战后国际史学两次转向和师范教育机构转型的双重夹击下,传统西方教育史学模式发生了两次嬗变:20世纪50年代末在历史学社会科学化潮流的影响下向新社会史方向发展,在美国率先出现了新教育史学,几年后影响到欧美其他国家。20世纪80年代以后受新文化史学的影响,在英美等国出现了新文化教育史学,后逐渐向欧美其他国家发展。进入21世纪,一方面,运用传统教育史学模式研究教育史的仍大有人在,许多教育史家为捍卫教育史学的独立性而努力;另一方面,新文化史取向的教育史学与新社会史学取向的教育史学既相互博弈又取长补短,形成了战后西方教育史学三足鼎立和多元化发展的态势。

As a result of the development of modern teacher education, the traditional western historiography of education is characterized by describing the school education of modern nation states and the thoughts of great educators through a linearly progressive historical perspective. Under the double influences from the two transformations undergone by historical studies worldwide and from the restructuring of the educational institutions in the postwar era, the traditional western historiography of education has made two shifts in its paradigm： in the 1950s it followed the trend of adapting the historical studies to the paradigm of social sciences and developed into a new paradigm of sociological historiography, resulting in the appearance of a new educational historiography firstly in America, which later influenced other countries; in the 1980s, the rise of new cultural historiography led to the emergence of a new cultural educational historiography in Britain and America, which later spread to other western countries. In the 21st century, on the one hand, there are still supporters of the traditional paradigm of educational historiography, who are striving for the independence of the traditional paradigm; but on the other, the new cultural educational historiography and the new sociological-oriented historiography, each emulating and complementing the other, contribute to the formation of the postwar pluralistic situation in which the three different paradigms of educational historiography co-exist with each other.