伍尔夫松比较教育思想的基本主张与现实意义  

The Basic Claims and Practical Significance of Wulfson's Ideas on Comparative Pedagogy

作　　者：杨杰[1] 杨春雪 YANG Jie;YANG Chunxue(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》2023年第9期61-68,共8页International and Comparative Education

基　　金：国家社会科学基金“十三五”规划2019年度教育学一般课题“提升国家竞争力框架下中国、俄罗斯教育现代化战略比较研究”(项目编号:BFA190066)。

摘　　要：伍尔夫松是俄罗斯当代著名比较教育学家、俄罗斯教育科学院“马莉科娃-伍尔夫松学派”奠基人之一。伍尔夫松的比较教育思想体现为对比较教育学本体论、目的论及方法论的阐释。在本体论上,他主张比较教育学研究对象的时间范围应在20世纪七八十年代之后,认为关于比较教育学定义的争论不应成为关注的中心;在目的论上,他持综合取向的观点,强调比较教育促进国际教育交流与合作的价值;在方法论上,他主张比较教育研究应“闯入”相关的科学知识领域,警惕将个别现象普遍化,重视二元比较的价值,批判性地借鉴西方国家的教育经验,重视文献研究的价值。伍尔夫松的比较教育思想对俄罗斯比较教育学理论建设具有重要意义,并可为我国学界提供启迪和思考。Wulfson is a well-known comparative educationalist in Russia and one of the founders of the"MalikovaWulfson School"of the Russian Academy of Education.Wulfson's ideas on comparative pedagogy are reflected in his interpretation of the ontology,teleology and methodology of comparative pedagogy.In terms of ontology,he argues that the time frame of the object of comparative pedagogy research is after the 1970s and 1980s,and that the debate on the definition of comparative pedagogy should not be the centre of attention.In terms of teleology,he holds a comprehensive view and emphasizes the value of promoting international educational exchange and cooperation.In terms of methodology,he argued that comparative educational research should"break into"the relevant fields of scientific knowledge,be wary of treating isolated phenomena as universal,value binary comparisons,critically draw on the educational experiences of Western countries,and value documentary research.Wulfson's ideas on comparative pedagogy are of great significance for the theoretical construction of comparative pedagogy in Russia and can provide some inspiration and reflection for the academic community in China.

关 键 词：俄罗斯 伍尔夫松 比较教育学 比较教育学派 比较教育思想 

分 类 号：G40-059.3[文化科学—教育学原理]