文本·语境·论争:教育思想史研究新路径探析——以美国社区学院社会角色之争为例

Text,Context,and Debate:Exploring New Study Approaches to Educational Thought History

教育思想史是教育史学科的重要研究领域,其研究方法的探究和建构也是教育史学科研究者长期不懈的追求。传统教育思想史所勾勒的思想史图景是系统而清晰的,但却忽视了对教育思想本身的生成与流变机制的立体分析,使得读者无法获知教育思想在历史流变中的博弈与命运变迁。以美国社区学院社会角色之争为例,从文本、语境、论争三个角度就教育思想史研究路径进行初步探讨,力图通过读入文本、读出文本以及文本与文本之间的争论三个维度来呈现教育思想史的图景。通过文本、语境、论争三维路径,不仅可以进一步开拓教育思想史研究的主题与视野,而且对于进一步认识教育思想深刻而丰富的内涵也有一定的现实意义。

The study on history of educational thought is an essential field in history of education, and constructing its research approaches is also the long-term pursuit of education historians. Traditional approaches have portrayed a systematic and lucid picture about the history of educational thought, but they have neglected to analyze the generation and transition procedures of educational thoughts, thus failing to present the confliction and transition in the history of educational thought. Based on a case study on the debate of social role of American community colleges, the author preliminarily explores the research approaches to the history of educational thought in terms of three perspectives including text, context, and debate, with an attempt to present a panorama of the educational thought history. In conclusion, the author argues that the new approaches not only effectively expand the theme and perspectives on history of educational thoughts but also could be conducive to the interpretation of educational thoughts.