复杂性思维视阈中的中国教育史研究——一种可能的方法论  

Researching the Chinese History of Education from the Perspective of Complexity Thinking——A Possible Methodology

作　　者：吕安琳[1] 

机构地区：[1]晋中学院教育科学与技术学院,山西晋中030600

出　　处：《教育理论与实践》2013年第9期12-15,共4页Theory and Practice of Education

摘　　要：改革开放30多年来,中国教育史研究取得了长足的进步。然而,中国教育史研究在取得丰硕成果的同时,又因长期以来受传统经典科学简单性思维的影响而存在着简单性思维特征,主要表现为教育史研究认识前提的简单性、教育史研究思维方式的自然科学化以及教育史研究结论的独断性。究其主要原因在于,人们在求索历史规律的时候,自觉或不自觉地忽视了历史的复杂性。在复杂性思维视阈下,中国教育史研究必须正视自身的复杂性,正视中国教育史中的不确定性,正视人及其复杂性,正视学科的复杂性。In the past 30 years of reform and opening-up, there has been a great progress in the research on the Chi- nese history of education. However, although with ample results, there are still some characteristics of simplicity in the re- search because of the influence from the simplicity thinking of traditional classical science. These characteristics mainly in- clude the simplicity of recognition prerequisite, the natural scientifieation of thinking pattern and the arbitrariness of re- search conclusions, the reason of which is that people have, consciously or unconsciously, neglected the complexity of his- tory in exploring the laws of history. From the perspective of complexity thinking, the research on the Chinese history of ed- ucation must acknowledge its complexity and the uncertainty, face up to the man and his complexity as well as the com- plexity of the subject.

关 键 词：中国教育史研究 简单性思维 复杂性思维 

分 类 号：G40-09[文化科学—教育学原理]