真的是“全盘照搬照抄”吗——中国学者对苏联教育学的阐释与选择

Is It Really“A Completely Copy”?——Chinese Scholars’Interpretations and Choices of Soviet Pedagogy

教育、教养和教学是苏联教育学的三个基本概念。20世纪50年代中国教育学者依据马列主义原典,对比苏联教育学文本,确定了三个概念的译词,并阐释其具体内涵。教育分广义与狭义,苏联教育学中广义的教育是学校教育,狭义的教育指人格陶冶,后被替换为思想教育;教养指知识、技能和技巧的传授,因与中国文化传统不合,终被弃用;教学是狭义的教育和教养实现的基本途径。通过对三个概念的阐释,苏联教育学的“学校中心”“教师中心”“知识中心”的特点被呈现出来,它在马克思列宁主义理论和教育学科知识之间架起了一座桥梁,为中国教育学科指明了方向,也为师范教育培育师资做出了贡献。中国教育学者并非只是照搬照抄苏联教育学,这一过程中有思考、选择和接受,基本依据是本国的学术传统与现实语境。

Education,upbringing and teaching are the three basic concepts of Soviet pedagogy represented by Kailov’s Pedagogy,and in the 1950s Chinese education scholars,based on the original Marxist-Leninist canon,compared the texts of Soviet pedagogy,identified the Chinese translations of the three concepts and explained the specific connotations of all three.Education is divided into the broad and the narrow,and the broad education studied in Soviet pedagogy is actually school education;the narrow education refers to the cultivation of personality,which was later replaced by ideological education;upbringing refers to the transfer of knowledge,skills and techniques,which was eventually abandoned because of its incompatibility with Chinese cultural traditions;teaching is the basic way to achieve education and upbringing in the narrow sense.Through the interpretation of the three concepts,it has been presented the characteristics of Soviet pedagogy,namely“school-centred”,“teacher-centred”and“knowledge-centred”.They have built a bridge between Marxist-Leninist theory and the knowledge of educational disciplines,pointing the way for the reorientation of educational disciplines in China,and contributing to the training of primary and secondary school teachers in teacher education.Chinese education scholars are not merely copying Soviet pedagogy;the process involves thinking,learning,choosing and accepting,and is basically based on the country’s academic tradition and real-life context.