教育史研究中的总体史观与辩证法——涂尔干《教育思想的演进》的方法论意涵

发布时间：2018-02-12 05:08

本文关键词： 涂尔干中等教育辩证法大学人文主义　出处：《北京大学教育评论》2015年04期 　论文类型：期刊论文

【摘要】：涂尔干在《教育思想的演进》指出,教育是将家庭、社会、政治、宗教等一切文明之要件统合起来的枢纽。中等教育在曾经历史的生活总体中,对于国家之政治构造、民族之精神底色乃至整个西方文明史的接续与重启都起到了不可或缺的作用。本文从三个层面梳理了路易十四以前法国中等教育史的发展历程。从社会形态学出发,通过明确的历史分期总结了现代教育曾经经历的不同阶段,每个阶段特有的历史条件和政教关系及其结构化和组织化的不同方式。从历史内在的辨证运动出发,考察了不同阶段内部的矛盾关联、其精神特质的肯定性和否定性的两个方面以及不同阶段相互转化中的辨证过程,特别强调了历史中的连续性及其发生转变的外部条件和内源性的契机。从文明史之构成和变迁的角度出发,说明了教育的本质乃是对文明传统,特别是古典文献的激活过程,不同时代界定、选择和阐释文明传统的方式不同,其学术重心和教育目标也自然有所不同。因此,涂尔干的教育思想史所呈现的不只是一种观念的传承和流变,而是用整个社会实体的发展来做补充和印证,以文明的衍生和演化机制为其根本主旨。
[Abstract]:In the Evolution of Educational thought, Durkheim pointed out that education is the hub that combines all the elements of civilization, such as family, society, politics, religion, etc. The spiritual background of the nation and even the continuation and restarting of the history of western civilization play an indispensable role. This paper combs the development of the history of French secondary education before Louis 14 from three aspects, starting from the social morphology, Through definite historical stages, this paper summarizes the different stages of modern education, the unique historical conditions of each stage and the different ways of structuring and organizing the relationship between the state and the church, starting from the internal dialectical movement of history. This paper examines the internal contradictions in different stages, the positive and negative aspects of their spiritual characteristics, and the dialectical process in the mutual transformation of different stages. In particular, it emphasizes the continuity in history, the external conditions for its occurrence and transformation, and the endogenous opportunity. From the perspective of the composition and changes of the history of civilization, it is explained that the essence of education is the activation process of the civilization tradition, especially the classical literature. Different times define, choose and explain the civilization tradition in different ways, its academic center and educational goal are also different naturally. Therefore, Durkheim's history of educational thought is not just a kind of inheritance and evolution of ideas. Instead, it uses the development of the whole social entity to supplement and confirm it, and takes the derivation and evolution mechanism of civilization as its basic purport.
【作者单位】：北京大学社会学系;
【基金】：国家社科基金项目(13BSH004)“涂尔干的道德教育思想与职业伦理及公民道德的社会建设”
【分类号】：G40-09

【共引文献】