德国“教育学史”研究的历程

On the Development of the Study of“the History of Pedagogy”in Germany

为整体呈现德国教育学史研究的发展状况,本研究以1843年以来的55部德国《教育学史》著作为对象,考察其研究模式和陈述模式的发展与演变过程。研究结果表明,德国"教育学史"研究的历程大致可划分为四个阶段:1843-1870年,一批受兰克史学观影响的研究者创立了"教育学史";1871-1933年,有多部《教育学史》出版,教育学史研究的"思想史模式"趋向成熟,研究视角多元化,陈述模式科学化;1948-1989年,教育学史研究模式迎来创新,出现了"精神科学模式"和"问题史模式";1990年至今,虽新著出版量减少,但在研究模式上既有对"观念史模式"的借鉴,又有对"思想史模式"的复归和发展。

In order to display the development of study of ＂the History of Pedagogy＂ in Germany, this Article analyzed its history of publishing and especially focused on the research mode and the statement mode of it. The result shows that the development of study of ＂the History of Pedagogy＂ could be roughly divided into four periods： （1） In 1843-1870 appeared several founders who were under the influence of the Leopold yon Ranke. （2） In 1871-1933, many books published, ＂der ideengeschichfliche Zugang＂ took the domination of the research mode, the research perspectives were pluralistic and the statement modes were scientized. （3） In 1948-1989 appeared two innovations of the research modes： ＂Der geisteswissenschaftliche Zugang＂ and ＂der problemgeschichtliehe Zugang＂. （4） Although the publishing amount since 1990 reduced, it shows new developments in the research modes. There was not only the reference of the ＂history of ideas＂ mode, but also the regression of the ＂ideengescbichtliehe Zugang＂.