埃德蒙·金与布莱恩·霍姆斯比较教育相对主义思想之异同论析  

Comparative Study of Comparative Education Relativism Ideology of Edmund King and Brian Holmes

作　　者：王薇 张宛[2] WANG Wei;ZHANG Wan

机构地区：[1]保定学院教师教育学院 [2]河北大学教育学院,河北保定071000

出　　处：《天津市教科院学报》2022年第3期75-81,共7页Journal of Tianjin Academy of Educational Science

基　　金：全国教育科学“十三五”规划2019年度国家一般项目“比较教育学思想流派研究”(BDA190068)。

摘　　要：20世纪下半叶,比较教育学思想流派呈现百家争鸣的盛况,其中相对主义思想流派影响深远。埃德蒙·金与布莱恩·霍姆斯作为比较教育相对主义思想流派同时期的重要代表人物,各自建立了独具特色的比较教育研究框架。两人在思想主张上确有共同之处,他们都否认普遍教育规律的存在,关注文化独特性;主张价值判断,重视文化背景研究;一致坚持波普尔的证伪主义原则。同时,两人在比较教育相对主义研究目的上、对于实证主义思想流派的学术态度上以及比较教育相对主义研究的工具上,均存在着差异与分歧。对两人比较教育相对主义思想进行比较分析,不仅可以在微观上探明两人的比较教育思想主张,更可以在中观上认知比较教育相对主义思想流派,进而在宏观上把握比较教育思想演变的发展脉络及未来走向。In the second half of the 20th century, the schools of ideology of Comparative Education presented a grand occasion of a hundred schools of ideologies.Among them, the Relativism Ideology has far-reaching influence. As important representatives of Comparative Education Relativism Ideology at the same time, Edmund King and Holmes each established their own unique framework of Comparative Education research. The two great men had ideas in common. For example, they all denied the law of universal education and paid attention to cultural uniqueness, advocated value judgment and attach importance to cultural background research,as well as adhered to Popper’s falsifications and critical dualism. At the same time, there are distinct differences in the purpose of the Comparative Education study, in the academic attitude towards the schools of Positivist Ideology and the research tool of the Comparative Education study.By analyzing the similarities and differences of their Comparative Education thoughts, we can not only clear about their Comparative Education thoughts at the micro level, but also understand Comparative Education Relativism Ideology at the medium level, and then grasp the development thread and future trend of the evolution of Comparative Education ideologies at the macro level.

关 键 词：比较教育 相对主义 思想流派 埃德蒙·金 布莱恩·霍姆斯 

分 类 号：G40-059.3[文化科学—教育学原理]