[1]蒋雅俊.论历史、理性与教育学——基于历史哲学的视角[J].南京师大学报(社会科学版),2016,(02):094.
 JIANG Ya-jun.History, Reason and Pedagogy: A Perspective from Philosophy of History[J].Journal of Nanjing Normal University (Social Science Edition),2016,(02):094.
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论历史、理性与教育学——基于历史哲学的视角
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《南京师大学报(社会科学版)》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年02期
页码:
094
栏目:
教育学理论与实践研究
出版日期:
2016-03-15

文章信息/Info

Title:
History, Reason and Pedagogy: A Perspective from Philosophy of History
作者:
蒋雅俊*
南京师范大学基础教育人才培养模式协同创新中心、教育科学学院,210097
Author(s):
JIANG Ya-jun
关键词:
教育史 教育学 教育史学 历史的与逻辑的
Keywords:
history of education pedagogy historical studies on education the historical and the logical
摘要:
教育学和教育史分别以历史的和逻辑的方法对教育进行研究,尽管二者在研究对象、内容、方法上各有侧重,但学科之别不应成为学术研究的壁垒。教育史研究以历史为研究对象,是教育研究的一个基本领域; 它通过考察历史来理解教育,因而又是一种研究方法。一部教育史潜藏着一部教育思想史。逻辑的与历史的是一致的,教育史研究不仅仅是史实的记录和复述,文献的查找与整理,而是在尊重史实的基础上,厘清教育发展的来龙去脉,通过归纳、分析、演绎、推理等方法,发现教育的逻辑。
Abstract:
Pedagogy and historical studies on education approach their research objects respectively from a logical perspective and a historical one. Although they are different in research object, content, method, but the division of disciplines should not become a barrier to education studies. Research on educational history focuses on how education develops diachronically. As a matter of fact, focusing on the history of education plays two functions: taking the history as research object, it makes an indispensable part of education studies on the one hand; on the other, it is a kind of research method, which helps to correctly understand education. Rather than being confined to keeping a record of historical facts, describing the facts, and collecting and categorizing documents, studies on educational history should tease out how education develops among the various historical facts, gain a reasonable understanding of education and identify its intrinsic logic by employing such methods as induction, analysis, deduction and inference.

备注/Memo

备注/Memo:
* 教育学博士,南京师范大学基础教育人才培养模式协同创新中心、教育科学学院讲师,210097。本文是国家社会科学基金教育学类一般课题“儿童教育的现代立场和现代观念研究”(BAA140011)、江苏高校哲学社会科学研究基金资助项目“幼儿园课程改革的路向研究”(2014SJB114)的研究成果之一。
更新日期/Last Update: 2016-03-15