教育史研究的逻辑:解释与建构

Logic of Research on Educational History: Interpretation and Construction

教育史有客观的教育史、主观的教育史、抽象的教育史三层含义。教育史研究是人类探究教育历史现象与反思教育发展历程的科学认识活动。教育史研究是一种基于事实和证据的实证研究,遵循历史主义的基本逻辑,借助主观的教育史来还原客观的教育史,并对之进行科学的解释。演绎的解释是教育史研究的过程逻辑,目的是阐明过去教育发展中的实践活动、教育发展的历史脉络及教育思想的形成轨迹与主要内容;归纳的解释是教育史研究的功用逻辑,目的是总结教育历史经验、启发教育智慧、服务教育理论与实践。教育史研究的理想不仅是解释历史,还是在梳理和解释的基础上为建构教育理论服务,这是教育史研究具备教育学内涵的根本之所在。

Educational history has different levels of meaning,including objective,subjective and abstract.Research on educational history is a scientific activity in which human beings explore educational historical phenomenon and reflect on educational development.The research is a kind of empirical research based on facts and evidence,following the basic logic of historicism,restoring objective educational history with subjective educational history and giving scientific explanation.Deductive interpretation is the process logic of the research,which aims to clarify the practical activities and historical context of educational development and the formation and content of educational ideology.Inductive explanation is the functional logic of the research,which aims to summarize educational historical experience,inspire educational wisdom,and serve educational theory and practice.The ideal of the research is not only to explain history but also to serve the construction of educational theory on the basis of sorting out and explaining history,which is the fundamental point of the pedagogical connotation of the research.