世界、民族国家与现代学校:重思我国学校教育制度的产生  

World,Nation-State and Modern School:Rethinking the Establishment of China's School System

作　　者：陈学军[1] 

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《教育学报》2009年第5期26-33,97,共9页Journal of Educational Studies

基　　金：国家青年基金课题"社会转型与政治教育变革的社会学研究"(CAA080213);江苏省教育科学规划课题"社会转型时期青少年思想政治教育的社会学研究"(D2008/01/009)

摘　　要：既有的解释我国学校教育制度产生原因的分析视角,或淡化了世界因素的影响,或未能深入地回答"为什么晚清政府选择教育作为回应挑战的重要手段"、"为什么模仿其他国家的教育模式"等问题。它们倾向于将我国学校教育制度的产生,理解为政治自觉的结果。然而,表面上的政治自觉,实则根源于意识不及的文化-认知因素,它与晚清时期世界观的转变深深勾连,正是新的世界观合法化了民族国家模式。而支撑民族国家模式的各种信念又使晚清士大夫相信,建立学校教育制度是造就政治人才,实现国家富强的重要途径。The extant perspectives on the cause of the establishment of China＇s modern school system either weaken the influence of international factors, or can＇t deeply explain some questions such as ＂Why did the government in late Qing dynasty choose education as an important measure to cope with challenges？＂ and ＂Why did China imitate other nation＇s education system？＂ All these viewpoints are inclined to think that the establishment of China＇s modern school system was an outcome of political consciousness. However, political consciousness was just a superficial explanation. The establishment of modern school system actually had a bearing on some unconscious cultural and cognitive factors. It related with the changing of worldview in late Qing and it was the new worldview that legitimated the mode of nation-state. Accordingly, the myths and beliefs about the mode of nation-state made the Chinese officials believe that establishing the modern school system was an important means to make the nation become rich and powerful.

关 键 词：世界观 民族国家 新制度主义 学校教育制度 

分 类 号：G522[文化科学—教育学]