比较教育的价值研究

发布时间：2018-05-24 07:31

本文选题：比较教育 + 价值　；参考：《西南大学》2010年博士论文

【摘要】： 教育比较活动的历史源远流长,而作为学术制度化的比较教育学是以朱利安的《比较教育的研究计划与初步意见》的诞生为标志的。比较教育的产生一方面源于强烈的社会需求,另一方面也是教育科学学术逻辑发展的必然结果。比较教育学产生以后,它在帮助民族国家建立近现代教育制度、促进各国教育的改革与发展,进而促进各国政治、经济、科技和文化等方面的发展上发挥了巨大而独特的作用。在当代,比较教育的价值和功能越来越呈现出多元化和多样化的时代特点。尤其是在全球化和教育在经济社会发展中的全局性、先导性和奠基性作用普遍被认同的时代背景下,比较教育研究的重要性和必要性进一步凸现了出来。在比较教育发展的过程中,出现了一种十分尴尬的现象：一方面,比较教育研究无疑是有价值的；另一方面,比较教育的独立学科身份却一直受到广泛的质疑,比较教育又面临着身份和生存的危机。从总体上看,这种危机主要源于两个方面的原因：一是比较教育学科体系建设的薄弱性(比较教育与成熟学科的距离尚远)；另一方面则是比较教育的学科功能在被其他学科所分解和替代。基于这种认识,解决比较教育身份和生存危机的思路和途径主要就在于两个方面：一是加强和完善比较教育自身的学科建设;另一方面就是进一步探询比较教育的独特学科价值和作用,并从比较教育研究的有用性和作用的不可替代性来为比较教育独立学科身份寻找依据和辩护。从比较教育的学科建设来看,当前越来越多的人倾向于认为比较教育的学科体系是由比较教育的本体论、比较教育的认识论、比较教育的方法论和比较教育的价值论等构成。如此,价值论成为了比较教育学科体系的一个有机组成部分和重要范畴。加强比较教育的学科建设自然也就离不开研究比较教育的价值问题了。而从比较教育研究的有用性来看,与这个问题直接相关的还是比较教育研究的价值。从这个意义上讲,探询比较教育研究的有用性也规避不了比较教育的价值问题。这样,研究比较教育的价值问题就显得十分重要了,它成为摆脱比较教育身份和生存危机的一个重要切入点。但令人遗憾的是,当回顾比较教育发展的历史时,我们义惊奇地发现,比较教育价值问题的研究却是如此之薄弱。主要表现在历史上一些有影响的比较教育学家关于比较教育价值问题的研究十分贫乏,并且有关比较教育价值问题研究的专著和论文也微乎其微。比较教育价值论无疑又是比较教育学科体系中的一个薄弱环节,研究该问题的现实针对性由此也呈现了出来。所有这些就构成了我们研究比较教育价值问题的初衷和主要理由。从学术发展的逻辑来看,研究比较教育价值的学术原点在于对价值和教育价值等概念的分析上,这是基于教育学是比较教育学的母体学科,比较教育学是教育科学发展必然结果和产物的认识。教育价值是一般意义的价值的具体化和特殊表现形式,而比较教育价值又是教育价值的具体化和特殊表现形式。从价值到教育价值再到比较教育价值的分析顺序应该是符合学术逻辑的。尽管当前在学术上对价值概念的认识尚有分歧,对价值概念的界定也不尽相同,但更多的人开始把价值认识作为反映客体属性与主体需要之间关系的一个范畴,并认为它是与事实认识相对应的一个概念和范畴。而教育价值则被认为是指“作为客体的教育现象的属性与作为社会实践主体的人的需要之间的一种特定的关系,对这种关系的不同认识和评价就构成了人们的教育价值观。”在认识价值和教育价值概念的基础上,我们尝试性地给比较教育价值的概念作了界定：比较教育价值是指反映比较教育自身的属性、性质、特点、功能和功效等与一定主体(包括社会、群体和个体)的需要之间关系(满足还是不满足、适应还是不适应、促进还是阻碍、一致还是不一致等)的一个范畴。与比较教育价值相联系的概念就是比较教育价值取向(比较教育价值取向就是比较教育研究的主体基于对比较教育价值的判断和自身的需要而对比较教育价值进行选择时所表现出来的一种态度、意向和倾向性等,它的实质是基于一定主体对比较教育研究的具体需要而对比较教育现实多维价值的一种选择和取舍。)和比较教育价值论(比较教育价值论是指一定主体对比较教育价值的总体认识和看法,即一定主体对比较教育价值的认识、理解、态度、判断和评价等的总称。)等等。同时,针对在比较教育的实际研究中,比较教育价值的概念往往是与比较教育目的、功能、意义和作用等诸多概念混杂在一起的状况,就很有必要作好这几个相关概念的辨析工作,主要是找出比较教育价值与这几个概念的区别和联系,以此提高比较教育价值概念的分化和独立的程度,这无疑也是提高比较教育价值问题研究科学性的一个必然要求。尽管比较教育价值的研究涉及到的问题是复杂多样的,但首先要解决的还是一个“为什么”的问题,即为什么要研究比较教育价值,研究比较教育价值到底具有哪些意义和作用。在本文,我们主要分析了研究比较教育价值问题的理论意义、实践意义和现实针对性等,这三个方面也构成了我们研究比较教育价值问题的意义结构,它可谓是我们研究该问题的原因和内在依据。历史的继承性是任何一门学科发展的共同规律和特点。每门学科的发展都具有历史性、阶段性和继承性等,任何一门学科都不可能是突然从天上掉下来的和从地下冒出来的,而一门学科每一阶段的成果既是前一阶段发展的结果,又是后一阶段发展的起点和基础。学科的发展就是一个阶段接一个阶段,螺旋式上升,永无止境的。也正是基于这样的认识,今天我们研究比较教育价值就不能割断历史,就应该把它放在历史的长河中进行考察。因此,在比较教育发展史上一些著名学者关于比较教育价值的思想和观点一方面为我们研究该问题提供了宝贵的文献资料和历史基础：另一方面.也为我们的研究提供了切入点。因此,历史上的比较教育价值的思想和观点就不能不成为本文的一个重要内容和部分。如前所述,在当代,比较教育研究越来越显现出多元化和多样化的价值取向,比较教育研究价值的丰富性和复杂性就要求我们对比较教育研究的价值进行分类。这一方面固然是为了更好地认识比较教育研究的价值；另一方面也是为了更好地实现比较教育研究的价值,即更好地发挥比较教育在促进民族国家发展、促进教育改革以及促进国家之间相互交流、合作与理解等方面的功效。因此,比较教育价值的分类就应该成为本文研究的另一个重要内容和部分。在比较教育价值问题上,我们不能为研究而研究,我们研究比较教育的价值问题并不是最终的目的,研究比较教育价值更在于充分发挥和实现比较教育的“应然价值”。因此,探讨影响比较教育价值实现的内外条件和因素,促进比较教育价值的实现就必然成为本文研究的最终目的和归宿。如此,比较教育研究价值的实现自然就成为了本文研究的另一个重点和内容。
[Abstract]:The history of educational comparative activities has a long history, and the comparative education of academic institutionalization is marked by the birth of Julian's comparative education research plan and preliminary opinion. The production of comparative education originated from the strong social needs, on the other hand, the inevitable result of the development of academic logic in educational science. After the birth of education, it helps national countries to establish modern educational system, promote the reform and development of education in all countries, and then promote the development of political, economic, scientific and cultural and other aspects of various countries. In the contemporary era, the value and function of comparative education are becoming more and more diversified and diversified. In particular, the importance and necessity of comparative education research has been further highlighted, especially in the context of globalization and education in the context of economic and social development, and the universality of the leading and foundational roles in the era.
In the process of the development of comparative education, there is a very embarrassing phenomenon: on the one hand, the comparative education research is undoubtedly valuable; on the other hand, the independent subject identity of comparative education has been widely questioned, and the comparative education is faced with the danger of identity and survival. In general, this crisis is mainly derived from two. The reasons are as follows: one is the weakness of the construction of comparative education system (the distance between comparative education and mature discipline); on the other hand, the subject function of comparative education is decomposed and replaced by other subjects. Based on this understanding, the ideas and ways to solve the status of comparative education and the crisis of survival are mainly in two aspects. One is to strengthen and improve the discipline construction of comparative education itself; on the other hand, it is to further inquire about the unique subject value and function of comparative education, and to find the basis and defense for the independent discipline of comparative education from the usefulness and the irreplaceable role of comparative education research.
From the perspective of the discipline construction of comparative education, more and more people tend to think that the subject system of comparative education is composed of the ontology of comparative education, the epistemology of comparative education, the methodology of comparative education and the value theory of comparative education. So, the theory of value has become an organic part of the discipline system of comparative education and the theory of value. In an important category, strengthening the discipline construction of comparative education can not be separated from the value of comparative education. From the usefulness of comparative education research, it is directly related to this problem or the value of comparative education research. In this sense, the usefulness of comparative education research can not avoid comparative education. In this way, it is very important to study the value of comparative education. It becomes an important entry point to get rid of the identity of comparative education and the crisis of survival. But it is regrettable that when we look back on the history of the development of comparative education, we are surprised to find that the research on the value of comparative education is so weak. The research on the value of comparative education is very poor in the history of comparative educationists, and the monographs and papers on the value of comparative education are very small. The theory of comparative education is undoubtedly a weak link in the discipline system of comparative education and studies the practical pertinence of this problem. All of these constitute our original intention and main reason for studying the value of comparative education.
From the logic of academic development, the academic origin of the comparative education value lies in the analysis of the concepts of value and educational value, which is based on the mother subject of comparative education. Comparative education is the inevitable result of the development of educational science and the understanding of the product. The value of comparative education is the concrete and special form of the value of education. The order of analysis from value to educational value to comparative education should be in accordance with the academic logic. Although there are still differences in the understanding of the concept of value at present, the definition of value concept is not the same, but more people are concerned. At first, value cognition is regarded as a category reflecting the relationship between the object property and the needs of the subject, and it is considered as a concept and category corresponding to the fact, and the educational value is considered as a specific relationship between the attribute of the educational phenomenon as the object and the needs of the person who is the subject of the social practice. On the basis of the concept of value and value of education, we try to define the concept of the value of comparative education on the basis of the concept of value and value of Education: the value of comparative education refers to the attributes, nature, features, functions and functions of comparative education. The relationship between the needs of the society, the group and the individual is a category of the relationship between satisfaction or dissatisfaction, adaptation or disagreement, promotion or obstruction, agreement or disagreement. The concept of the value of comparative education is the value orientation of Comparative Education (comparative education value orientation is based on the comparison of comparative education research. " A kind of attitude, intention and tendency expressed in the choice of the value of comparative education by the judgment of educational value and its own needs. It is based on a choice and choice of the multidimensional value of comparative education reality based on the specific needs of a certain subject for comparative education research.) and comparative education of value (Comparative Education) The theory of value refers to the general understanding and view of a certain subject to the value of comparative education, that is, the general name of a certain subject to the value of comparative education, understanding, attitude, judgment and evaluation, etc., and so on. At the same time, the concept of comparative education value is often the purpose, function, significance and function of comparative education in the practical study of comparative education. As many concepts are mixed together, it is necessary to make a distinction and analysis of these concepts, mainly to find out the difference and connection between the values of comparative education and these concepts, so as to improve the degree of differentiation and independence of the concept of comparative education value, which is undoubtedly a scientific study of the question of the value of comparative education. It must be required.
Although the research on the value of comparative education is complex and diverse, the first thing to solve is the question of "why", that is, why we should study the value of comparative education and the significance and function of the value of comparative education. In this article, we have to analyze the theoretical meaning of the study of the value of comparative education. The three aspects of meaning, practical meaning and realistic pertinence constitute the meaning structure of our study of the value of comparative education, which is the reason and internal basis for our study of the problem.
The inheritance of history is the common law and characteristic of the development of any subject. The development of each subject is historical, phased and inheriting. Any subject can not suddenly fall out of the sky and emerge from the ground, and the results of each stage of a subject are both the result of the development of the previous stage and the latter. The development of the first stage is the starting point and foundation. The development of the subject is one stage after another, the spiral is rising and never ended. It is based on this understanding that today we can not cut the history by comparing the value of education and put it in the long history of history. Therefore, some of the history of comparative education is in the history of comparative education. On the one hand, the ideas and views of the famous scholars on the value of comparative education provide valuable literature and historical basis for us to study the problem. On the other hand, it also provides a breakthrough point for our research. Therefore, the thought and view of comparative educational value in history can not be an important part and part of this article.
As mentioned earlier, in the contemporary era, the research of comparative education is becoming more and more diversified and diversified. The value of comparative education research requires us to classify the value of comparative education research. This is a better understanding of the value of educational research; on the other hand, it is also for the sake of the value of educational research. To better realize the value of comparative education research, that is to give full play to the effectiveness of comparative education in promoting national development, promoting education reform and promoting mutual exchange, cooperation and understanding among countries. Therefore, the classification of comparative educational value should be another important part and part of this study.
We can not study the value of comparative education. We study the value of comparative education is not the ultimate goal. To study the value of comparative education is to give full play to and realize the "deserved value" of comparative education. Therefore, to explore the internal and external conditions and factors that affect the realization of comparative education value, and to promote comparative teaching. The realization of the value of education will inevitably become the ultimate goal and destination of this study. In this way, the realization of the value of comparative education research has naturally become another focus and content of this study.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40-059.3

【相似文献】