十九世纪英国教育学史研究

发布时间：2018-07-06 13:55

本文选题：教育学史 + 英国　；参考：《华东师范大学》2011年硕士论文

【摘要】：教育学如同其他学科一样,有着自己曲折发展的过程,从无到有,从不被承认到成为大学课程,从零星的思想到系统的理论,在不同的社会和思想背景下不同观点和理论有互相碰撞和争辩……历史的丰富和精彩同样在教育学的身上有着充分体现。而至今我们对这一学科发展史的总结和反思仍是不够的,本文以教育学在英国历史上的黄金时代的发展为研究对象,通过对十九世纪英国教育学的历史梳理和考察,厘清十九世纪英国教育学发展的历史轨迹、发展特征、历史贡献等等,并尝试探讨不同的理论和体系的相互影响。本文首先是对英国的历史作一个简单的回顾,对其历史的遗产有个系统的理解,主要是它的文化传统和民族性格方面,如自由主义、保守主义、经验主义等；还包括它的教育学传统,主要有培根的学科安排以及洛克的教育学。这些成为十九世纪英国教育学发展的历史基础和前提,是必须要明了的。其次则是对从十八世纪末到整个十九世纪的英国的社会、思想、文化的发展作一定的概述,这是这一时期英国教育学发展的社会背景,教育学的图景正是在这一背景中展开的,与社会发展密切联系。第三就是文章的主体部分,主要是从科学教育学、功利主义的教育学、社会主义教育学等三个角度来逐个梳理这一时期的教育学体系,在梳理的过程中免割裂和孤立的描述,通过对原著和原始文献的阅读、理解和分析来考察每个思想家或每一种主义的教育学理论的建设和主张,写出各个教育思想体系的来龙去脉以及与社会背景和其他教育学体系的联系和影响使其具有鲜明的整体感。每一种教育思想和教育学理论都无法是孤立的,二者也不是完全对应的,一种教育思想体系可以由多种教育学维度的解释。这个主题的研究,主要就是要通过对这一个世纪的英国教育学的发展做个历史地梳理,联系历史和社会背景,注重考察纵向上的历史联系和横向上的相互影响。从不同的角度重新整理这一时期的教育学发展状况,尝试探讨这一时期英国教育学发展的历史进程,在一个比较宏大的时间区间内展现英国十九世纪各个教育学体系之间的相互影响和共同发展,其实每一种发展都是历史传统与时代条件共同作用的产物,教育学的发展与社会、文化、思想各方面都是紧密联系的。
[Abstract]:Pedagogy, like other disciplines, has its own tortuous process of development, from scratch to existence, from being recognized to becoming a university curriculum, from sporadic thought to systematic theory, In different social and ideological backgrounds, different viewpoints and theories collide and argue with each other. The richness and brilliance of history are also fully reflected in pedagogy. So far, it is not enough for us to sum up and reflect on the history of the development of this discipline. This paper takes the development of pedagogy in the golden age of British history as the research object, combing and investigating the history of British pedagogy in the nineteenth century. This paper clarifies the historical track, characteristics and contribution of the development of British pedagogy in the 19th century, and tries to explore the interaction of different theories and systems. The first part of this paper is to make a brief review of the history of Britain, and to have a systematic understanding of its historical heritage, mainly its cultural tradition and national character, such as liberalism, conservatism, empiricism and so on. It also includes its pedagogy tradition, mainly Bacon's discipline arrangement and Locke's pedagogy. These become the historical foundation and premise of the development of English pedagogy in the 19 th century, which must be understood. Secondly, it outlines the social, ideological and cultural development of Britain from the end of the eighteenth century to the whole of the nineteenth century. This is the social background of the development of British pedagogy in this period, in which the picture of pedagogy develops. Closely related to social development. The third part is the main part of the article, mainly from the three angles of science pedagogy, utilitarianism pedagogy, socialist pedagogy and so on, to sort out the pedagogy system of this period one by one, and to describe the process of combing without splitting and isolating. Through the reading, understanding and analysis of the original works and the original documents, the author examines the construction and proposition of every thinker or every kind of pedagogy theory. Writing out the background of each educational thought system and its relation and influence with social background and other pedagogy system make it have a distinct sense of whole. Each kind of educational thought and pedagogy theory can not be isolated, the two are not completely corresponding, a kind of educational thought system can be explained by many pedagogy dimensions. The research on this subject is mainly to make a historical combing of the development of British pedagogy in this century, to connect the historical and social background, and to pay attention to the vertical historical connection and the horizontal interaction. Rearranging the development of pedagogy in this period from different angles, and trying to explore the historical process of the development of pedagogy in England during this period. To show the mutual influence and common development of the various pedagogy systems in the 19th century in Britain in a relatively large time interval. In fact, each kind of development is the product of the interaction of historical tradition and the conditions of the times, the development of pedagogy and the society. All aspects of culture and thought are closely related.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G40-09

【参考文献】