活动的人与人的活动:教育史研究的人学意蕴

Active Human Beings and Human Being's Activity: Humanities Implication of Educational History Research

教育史学是一门有关人的学问,它关注教育实践场域中的人及其活动。这一内在逻辑决定了教育史研究将以人为中心进行历史活动的理解与叙述。以人为中心的教育史研究,以马克思承认人的本质是实践而非观念的人为前提,将人视为具体的人而非抽象的人,进而关注活动的人与人的活动,彰显教育史学的人学意蕴。活动的人是教育史的主体,教育历史与教育史学的主体间交往共同构成教育史,教育史学实践是主体发现美的过程,作为主体的人的活动生成教育史。

Educational historiography focuses on human beings and their activities in the education practice field. The inner logic decides that education historical study would put human beings in the center of understanding and narration of historic activity. Education historical study which puts human beings in the center focuses on the active people and people＇ s activity. And it shows the humanities implication of educational historiography. Educational history research takes the premise that Marx acknowledged the nature of a man is practice rather than idea, We should consider human as specific man rather than an abstract one. Active people are the subject of the education history. The communication between the main part of education history and education historiography constitutes the history of education. The education historiography practice is the process of discovery of beauty. People＇ s activities are the formation mechanism of education history. All of these show humanities implication of educational historiography.