视域融合与历史构境:实践活动取向的教育史研究

Fusion of Horizons and Historical Situating: Practice Orientation of Educational History Research

长期以来,人们对教育历史认识活动的研究优先于对教育历史实践活动的研究,现实的人的教育活动由此被抽象化理解。实践唯物主义承认历史是人的活动,并且从主体与实践的方面去理解人的活动,这启示教育史研究须相应地完成从认识论到实践活动取向的转换。实践活动取向的教育史研究,关注教育历史上人的活动与活动的人,将教育史学术实践视为视域融合与历史构境的过程。它以理解的心态对待过去的人与活动,从当代日常生活经验入手感知曾经的教育生活世界,在对教育活动及其过程的把握中重构历史情境,并由此拓展出在传统的教育思想史和教育制度史之外的第三条研究路径——教育活动史研究。

For a long time, people＇s research on educational history cognitive activities is superior to that on educational history practice activities. The realistic educational activities of human beings have been abstractly understood. Practical materialism admits that history is the activity of human beings. And it also comprehends the activity of human beings from two aspects as subject and practice. Practical materialism enlightens the transformation of educational history from genetic epistemology to practice orientation. Practice orientation of educational history research focuses on the activities of human beings and active people. It considers the academic practice of educational history as the process of horizon fusion and historical situating. It also takes an understanding mind to the past human beings and activities from contemporary daily life experiences, and re-establishes the historical situating from the educational activities and process. Therefore, the third research approach the research on educational activities history has been established besides traditional educational thoughts history and educational system history.