民主凯歌、社会控制还是文化整合?——美国教育史学界中公立学校运动解释模式变迁

Democratic Victory, Social Control or Cultural Integration?——The Change of Common School Movement Interpretation Mode in American Educational History

自美国教育史学创建伊始,公立学校运动作为公共教育制度的起点便备受学者关注。但由于社会身份、学术传承和政治立场的差异,不同时代、不同学派的学者对公立学校运动的分析解释存在明显分歧甚至对立,先后产生了卡伯莱的"民主凯歌"说、卡茨的"社会控制说"和凯斯特尔的"文化整合说"等解释学说。自20世纪初至今,美国教育史学界对公立学校运动不同解释学说及由此展开的相关争论,深刻体现了影响美国教育史学发展的学术和政治因素。

Since the beginning of creation the discipline of history of American education, Common School Movement has draw much attention of scholars. However, due to differences in social status, academic heritage and political positions, different times, different schools of scholars have significant differences interpretation on Common School and thus triggered a fierce debate on academic history of education. So far the United States since the turn of the century scholars of the history of education in public schools to explain the history of the movement and thus expand Paradigm Changes related controversy, deeply embodies the academic and political factors that influence the development of American Educational Historiography.