思想史与社会史的勾连:教育研究中的新史观——涂尔干教育研究的方法论意涵  

Involving between the History of Thought and Social History:New Interpretation of History in Educational Research——Methodology Implication of Durkheim's Educational Research

作　　者：崔宇[1] 石艳[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《教育理论与实践》2017年第13期17-21,共5页Theory and Practice of Education

摘　　要：涂尔干在理解与洞察法国教育的过程中运用了一种新史观,揭示了法国教育演变的进程,以及与其背后相互勾连的思想史与社会史之间的关系。着眼历史偶然,透视社会事实,新史观可以使我们在进行某一教育主题研究时,不仅看到教育与社会的内在逻辑关系,而且还能够让我们审视到其在历史演进中所潜藏的多种发展可能性,从而让我们能更透彻地考察其在维持自身而又适应社会的同时,"缘何"以及"怎样"演进至今,并成为今天的这个样态。Emile Durkheim had a deep understanding and insight to the evolution process of education in France and the relationship between the history of thought and social history behind it＇s mutually involved by a new interpreta- tion of history. With an eye to historical contingency and look through the social fact, the new interpretation of history can not only lead us to see the inner logical relation between education and society, but also let us inspect the diversified development possibility hidden in its historical evolution, so that we can investigate its ＂reason＂ and ＂ap- proach＂ of developing to today＇ s modality more thoroughly.

关 键 词：新史观 思想史与社会史 涂尔干教育研究 方法论 

分 类 号：G40-032[文化科学—教育学原理]