比较教育相对主义思想流派的发展历程及学术特征  

Study on the Development History and Academic Characteristics of the Relativism Ideological School in Comparative Education

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》2025年第1期75-85,共11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世纪中叶世界性经济危机频发促使比较教育学家反思,战后世界和平的维系呼唤新的比较教育思想,伴随着本土意识的觉醒与国际理解教育理念的提出,比较教育相对主义思想流派在20世纪60年代多元思想流派的竞相争鸣中崭露头角,并经历了前相对主义时期、古典相对主义时期和新相对主义时期三个发展阶段。比较教育相对主义思想流派强化国别研究,驳斥普适规律;浸润本土文化,重视内部情境;关注文化差异,提炼民族特性,开拓了新的研究视野和思维方式。它推动了比较教育学科发展,深化了对颇具特色的各国教育的关注与研究,在促进异质文化间的理解与对话过程中发挥了主导作用。但比较教育相对主义思想流派也存在着一定的问题与不足,如否定比较研究的长期预测功能,研究的信度相对较低,由于评判标准的欠缺而使民族间共识难以达成等。对此,比较教育研究者需要秉持开放且审慎的态度,积极推进比较教育理论体系的整合与重构,以推动比较教育学科的发展与完善。In the mid-twentieth century,the frequent global economic crises prompted comparative educators to reflect and the maintenance of postwar world peace called new comparative educational ideas.With the awakening of local consciousness and the idea of the international understanding of education,relativism ideological school in Comparative Education emerged in the competition of diverse ideological schools in the 1960s,which has experienced three stages:prerelativism period,classical relativism period and new relativism period.The relativism ideological school in Comparative Education strengthens country-specific studies and refutes universal laws;it impregnates local cultures and emphasizes internal contexts;it pays attention to cultural differences and refines national characteristics,and it opens up new horizons of research and ways of thinking.It has promoted the development of the discipline of comparative education,deepened the attention and research on the education of countries with unique characteristics,and played a leading role in promoting the understanding and dialogue between heterogeneous cultures.However,The relativism ideological school in Comparative Education also has certain problems and shortcomings,such as the denial of the long-term predictive function of comparative research,the relatively low credibility of research,and the difficulty of reaching inter-ethnic consensus due to the lack of judgmental criteria.In this regard,researchers of comparative education need to be open and prudent,and actively construct the integration and reconstruction of the theoretical system of comparative education,so as to promote the development and improvement of the discipline of Comparative Education.

关 键 词：比较教育 相对主义 思想流派 学术特征 

分 类 号：G40-06[文化科学—教育学原理]