事件的逻辑:开发中国教育史研究思想潜能的工具  

The Logic of Events: A Tool to Develop the Ideological Potential of the Study of Chinese Educational History

作　　者：王喜旺[1] 马鑫丽 WANG Xi-wang;MA Xin-li(College of Education,Hebei University,Baoding 071002,China)

机构地区：[1]河北大学教育学院,河北保定071002

出　　处：《河北学刊》2022年第4期21-26,共6页Hebei Academic Journal

基　　金：全国教育科学“十三五”规划2017年度国家一般课题“从游式教育的现代形态:以西南联大为个案的诠释”(BOA170042)。

摘　　要：中国教育史学科之所以会陷入理论上非常重要但事实上极其次要的窘境,主要原因是当前的中国教育史研究的“历史学意义”得到充分彰显,而“教育学意义”却被遮蔽了。教育史研究的“教育学意义”之所以会被遮蔽,其根本原因是教育史研究从业者是用“史家的逻辑”来支配其研究。因此,这就需要教育史研究者从“史家的逻辑”的运思方式转向“事件的逻辑”的运思方式。而要想使“事件的逻辑”的运思方式真正落到实处,变为研究者的学术实践,需要教育史研究者确立历史上的行动者必须依赖大量非理性因素采取行动、古今行动者之间的文化差异非常显著等认识前提,切实掌握无立场思维、运用古人的概念思考问题、返回主流与边缘开始分叉的原点观察历史等思维技术。The main reason why the discipline of Chinese educational history has fallen into the dilemma of being first in theory but second in fact is that the “historical significance” of the current study of Chinese educational history has been fully demonstrated, while the “pedagogical significance” has been obscured. The fundamental reason is that the researchers of educational history use the “logic of historians” to dominate their research. Therefore, it is necessary for researchers of educational history to change their thinking mode from “logic of historians” to “logic of events”. This requires researchers of educational history to establish the cognitive premise that historical actors must rely on a large number of irrational factors to take action, and that the cultural differences between ancient and modern actors are very significant, to effectively master the thinking techniques of thinking without positions, use the concepts of the ancients to think about problems, and return to the origin of the divergence between the mainstream and the edge to observe history.

关 键 词：史家的逻辑 事件的逻辑 教育学意义 认识前提 思维技术 

分 类 号：G529[文化科学—教育学]