论历史记忆的“生产”与教育史学研究  

On the Production of Historical Memory and the Study on Historiography of Education

作　　者：李先军[1,2] Li Xianjun(the School of Education of Central China Normal University)

机构地区：[1]华中师范大学教育学院 [2]华中师范大学教育史与比较教育研究所

出　　处：《教育史研究》2022年第2期20-32,共13页Educational History Studies

基　　金：国家社会科学基金教育学一般课题“西方后现代教育史学研究”(BOA180048)。

摘　　要：当前,我国教育记忆史的研究针对普通个体记忆的研究不足,未能展现教育发展的复杂性,以及个体在教育发展中所付出的巨大代价。这显然不利于建构教育发展历程中的集体认同。历史和记忆并非同一的关系。个体记忆与集体记忆之间,也并非简单的单数与复数的关系。集体记忆的生产,形塑了个体记忆,但它必须通过个体的经历来具体呈现。教育记忆史的研究,有利于促进身份的建构及对教育意义的理解,增强历史解释的力度,再现丰富的教育历史情景。在教育记忆史研究中,研究者应关注个体和群体身份的重构历程;运用客观公正的研究视角,关注教育发展过程中的挫折或断裂;实现教育记忆场所的多元化,拓展史料范围和研究主题。At present,there is insufficient study on individuals in the study on the history of educational memory nationwide,thus failing to show the complexity of educational development and the huge contribution that individuals make in it,which is not conducive to the construction of collective acknowledgement in educational development.History and memory are different and collective memory is not simply the plural form of individual memory.The production of collective memory shapes individual memory and it must be embodied through individual experiences.The study on the history of educational memory is conducive to the construction of identity,the understanding of educational significance,the interpretation of history,and the re-presentation of abundant educational historical scenarios.In the study on the history of educational memory,researchers should pay heed to the reconstruction of individual and group identities,apply an objective and impartial perspective to observe the setbacks in educational development and diversify the scenarios of educational memory and expand the scope of historical materials and study theme.

关 键 词：教育记忆 历史记忆 个体记忆 身份认同 

分 类 号：G40-09[文化科学—教育学原理]