制度化与语境化:比较教育研究的辩证法  

Institutionalization and Contextualization: The Dialectics of Comparative Education

作　　者：李荣安[1] 苏洋[2] 刘宝存[2] 

机构地区：[1]香港公开大学 [2]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2017年第9期31-40,共10页International and Comparative Education

摘　　要：比较教育是一个开放、包容的研究领域,具有跨学科性。在200年的发展历程中,从朱利安、诺亚等人主张的实证主义方法,到乌申斯基、萨德勒等学者主张的相对主义方法,再到狄尔泰、康德尔等学者的历史功能主义方法和今天卡扎米亚斯、斯塔奈哈姆泽、施瑞尔等人对"语境和文化"的强调,比较教育已成为一个具有文化敏感性的学科,具有辩证的本质和独特的学科发展模式。在全球化的今天,比较教育的重要性日益凸显,但比较教育的研究必须以多种方式考虑语境的重要性。中国比较教育学科的建设也要扎根于本土文化,才能更好地发展,从而在世界多样性中形成新的身份认同,获得学科自信。Comparative education is an open, inclusive and embracive field of study, having a nature of interdisciplinarity. In the course of the 200 years of development, from the positivism approach of Jullien and Noah to the relativism approach of Ushinsky and Sadler, then to the historical functionalism of Dilthey and Kandel as well as Kazamias and Schriewer＇ s emphasis of context of culture, comparative education has become a cultural-sensitive discipline, with the nature of dialects and the unique disciplinary pattern. In the globalized world today, although the significance of comparative education becomes more and more visible, the study of comparative education must take the importance of context into consideration in various ways. The construction of comparative education in China also should root in the local culture. Only in this way, China＇ s comparative education could develop better, form the new identity in the world diversity, and obtain the discipline self-confidence.

关 键 词：比较教育 学科性质 跨学科性 语境 本土文化 

分 类 号：G40-059.3[文化科学—教育学原理]