“理想类型”与比较教育研究方法论  

"Ideal-type"and Methodology of the Comparative Education Research

作　　者：俞凌云 林杰[1] YU Lingyun;LIN Jie(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875)

机构地区：[1]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》2022年第1期59-68,共10页International and Comparative Education

摘　　要："理想类型"是马克斯·韦伯为应对社会科学研究的方法论困境而提出的重要概念。在社会科学研究中,"理想类型"是一种概念工具,体现着韦伯所确立的诸多原则,包括价值关联、价值中立以及确保意义上与因果上的妥当。在引入比较教育研究后,布雷恩·霍姆斯借助"理想类型"建构了其资料分类模式中由人、知识和社会的特征所组成的"理想类型规范模式"。承袭霍姆斯的资料分类模式,许美德继续运用"理想类型"研究中国大学发展背后的文化与价值理念,并突破了价值中立原则。然而,从整体上看,"理想类型"在比较教育研究中还存在明显的应用困境,需对其应用限度展开充分讨论,更好地发挥"理想类型"在中国比较教育学科专业化发展中的积极作用。"Ideal-type"is a critical concept which Max Weber emphasized to cope with difficulties about the methodology of the social science research.It is a conceptual tool in the social science research and reflects many principles established by Weber,such as value relevance,value free and appropriate in the sense and on the causal.After being applied to the comparative education research,Brain Holmes utilized the ideal type to build the ideal-typical normative models comprised by theories of knowledge,society and man.Following Holmes’data classification model,Ruth Hayhoe continues to use ideal type to explore the culture and values behind the development of Chinese universities and broke the value free principle.However,there still have some difficulties to put the ideal type into the use of the comparative education research.Only by discussing the application limits fully can"ideal type"play a positive role in the professional development of the Chinese comparative education.

关 键 词：理想类型 比较教育研究方法论 许美德 布莱恩·霍姆斯 

分 类 号：G40-059.3[文化科学—教育学原理]