美国公共教育研究中的“一致”与“冲突”

Consensus and Conflicts in American Public Education Research

美国的公共教育究竟是一个"一致"性的、"整体"性的存在,还是一个"冲突"的、"斗争"的场域,这是一个有争议的学术话题。"一致论"派强调美国公共教育存在着"一致"的"白人—盎格鲁—萨克森—新教"文化价值理念和"一致"的科层制组织模式;它得到了美国公共教育研究中的辉格派、温和修正派以及20世纪80年代以来的保守派的有力支持。"冲突论"派强调美国公共教育中存在着的阶级、种族、性别等不可调和的对立与斗争,美国学校从本质上说是一个"冲突"着的场域;它得到了社会改造主义者、激进修正派以及批判教育学的支撑。关于美国公共教育研究中"一致"与"冲突"的问题,在较长的一段时间内并没有得到中国学者的充分关注;直到中国的教育学研究开始从"学科意识"转向"问题意识",中国的异域研究开始从"工具主义"转向"纯粹的学术兴趣",这一问题才开始进入中国学者的视域,并逐渐发展完善。

Whether American public education was the'consensus'being or the'conflicts'field was a controversial academic topic. The Consensus school emphasized that in the American public education, the cultural values of'WhiteAnglo- Saxon- Protestant'and the same bureaucratic system were unanimously upheld. This opinion was supported by the Quakers' historians, the Revisionist historians and the Conservatives historians since the 1980 s. The Conflicts School emphasized that in American public education there existed conflicts by class,race and gender. Therefore, the American schooling system was a conflict field in essence; this opinion was supported by the social reconstructionist, the radical Revisionist, and the critical pedagogical researchers. No matter Few Chinese scholars had ever paid attention to this debate of Consensus-Conflicts in American public education for a long time. In recent years, as research on other countries' education started to shift from'instrumentalism'to'pure academic interests', this issue became increasingly visible to the Chinese scholars.