试评教育史研究中的“时代局限”及其理解——以《大教学论》宗教因素等为例  

Commentary on the“Age Limitation”and Its Understanding in History of Education:Taking Religious and Other Factors in Magna Didactica as Examples

作　　者：陈锋[1] 何白嘎力 CHEN Feng;HEBAI Gali(Department of Pedagogy,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《教育学报》2024年第3期182-193,共12页Journal of Educational Studies

摘　　要：教育史研究中存在着不少被称之为“时代局限”的教育思想,《大教学论》中的宗教因素便是其中之一。19世纪以来历史哲学的发展表明,无法从“客观”概念出发回应“历史理解何以可能”的问题,历史的理解始终是解释者与被解释者互动的过程。对于《大教学论》宗教因素等“时代局限”的理解而言,从历史情境筹划出发,通过有限度的同情与批判,达成与被理解思想之间的“视域融合”是一条可能的思路。理解“时代局限”不意味着消解问题、翻案文章,而是要求必须始终保持开放的研究视域。In study of educational history,there are many educational thoughts called“age limitation”,and religious factors in Magna Didactica is one of them.The development of philosophy of history since the 19th century shows that it is impossible to respond to the question of“how is historical understanding possible”from an“objective”concept,and historical understanding is always a process of interaction between the interpreter and interpreted.In terms of the understanding due to“age limitation”,such as the religious factors in Magna Didactica,it is possible to achieve the“horizon fusion”with the understood thought starting from the planning of historical situation,through limited sympathy and criticism.Understanding“age limitation”does not mean dispelling the problem or reversing the verdict,but requires that the research horizon must always be kept open.

关 键 词：教育史研究 “时代局限” 夸美纽斯 《大教学论》 

分 类 号：G519[文化科学—教育学]