摘要
教育学和教育史分别以历史的和逻辑的方法对教育进行研究,尽管二者在研究对象、内容、方法上各有侧重,但学科之别不应成为学术研究的壁垒。教育史研究以历史为研究对象,是教育研究的一个基本领域;它通过考察历史来理解教育,因而又是一种研究方法。一部教育史潜藏着一部教育思想史。逻辑的与历史的是一致的,教育史研究不仅仅是史实的记录和复述,文献的查找与整理,而是在尊重史实的基础上,厘清教育发展的来龙去脉,通过归纳、分析、演绎、推理等方法,发现教育的逻辑。
Pedagogy and historical studies on education approach their research objects respectively from a logical perspective and a historical one. Although they are different in research object,content,method,but the division of disciplines should not become a barrier to education studies. Research on educational history focuses on how education develops diachronically. As a matter of fact,focusing on the history of education plays two functions: taking the history as research object,it makes an indispensable part of education studies on the one hand; on the other,it is a kind of research method,which helps to correctly understand education. Rather than being confined to keeping a record of historical facts,describing the facts,and collecting and categorizing documents,studies on educational history should tease out how education develops among the various historical facts,gain a reasonable understanding of education and identify its intrinsic logic by employing such methods as induction,analysis,deduction and inference.
出处
《南京师大学报(社会科学版)》
CSSCI
北大核心
2016年第2期94-101,共8页
Journal of Nanjing Normal University(Social Science Edition)
基金
国家社会科学基金教育学类一般课题“儿童教育的现代立场和现代观念研究”(BAA140011)
江苏高校哲学社会科学研究基金资助项目“幼儿园课程改革的路向研究”(2014SJB114)的研究成果之一
关键词
教育史
教育学
教育史学
历史的与逻辑的
history of education
pedagogy
historical studies on education
the historical and the logical