教育史研究范式的“美国历程”和“威斯康星经验”——祝贺、高玲与威廉·里斯的对话
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摘要
与威廉·里斯教授的对话一方面梳理了美国教育史研究范式在20世纪60年代阐释学校社会角色上发生的重大转变,指出其使用的方法及探讨的主体在不断的拓展;另一方面展现了威斯康星大学在促进教育史研究范式创新方面的典型经验:教育学与历史学在课程、研讨、学位授予等方面密切合作。美国教育史研究范式的当前形态是用人文社会科学的大视野来看待教育问题,并不拘泥于某种特定的研究范式或某一学科领域的身份认同。这对促进我国教育史学科的发展具有重要的借鉴意义。
This conversation with Professor William Reese on the one hand combed the development of research paradigm of American history of education, and its significant change in the 1960 s in explaining the social role of schools; on the other hand, the conversation revealed the Wisconsin experience in promoting the innovation of research paradigm in history of education, that is, education and history had a close cooperation in curriculum, research and degree. The current research paradigm in history of American education is to use the generalized view of humanities and social sciences to solve educational problems; it is never limited to any particular research paradigm or the identity of any subject. This provides reference for the development of history of education in China.
This conversation with Professor William Reese on the one hand combed the development of research paradigm of American history of education, and its significant change in the 1960 s in explaining the social role of schools; on the other hand, the conversation revealed the Wisconsin experience in promoting the innovation of research paradigm in history of education, that is, education and history had a close cooperation in curriculum, research and degree. The current research paradigm in history of American education is to use the generalized view of humanities and social sciences to solve educational problems; it is never limited to any particular research paradigm or the identity of any subject. This provides reference for the development of history of education in China.
引文
Curti,M.(1935).The Social Ideas of American Educators.New York:Pageant Books.
Kaestle,C.F.(1973).The Evolution of An Urban School System:New York City,1750-1850.Cambridge,Mass.:Harvard University Press.
Kaestle,C.F.(1983).Pillars of the Republic:Common Schools and American Society,1780-1860.New York:Hill and Wang.
Kaestle,C.F.,Vinovskis,M.(1980).Education and Social Change in Nineteenth-century Massachusetts.Cambridge :Cambridge University Press.
Kliebard,H.M.(2004).The Struggle for the American Curriculum,1893-1958.New York:Routledge.
Reese,W.J.(2013).Testing Wars in the Public Schools:A Forgotten History.Cambridge,Mass.:Harvard University Press.
Reese,W.J.(2002).Power and the Promise of School Reform:Grassroots Movements during the Progressive Era.New York:Teachers College Press.
Reese,W.J.,& Rury,J.L.(2008).Rethinking the History of American Education.New York :Palgrave Macmillan.
Rury,J.(2006).The Curious Status of the History of Education:A Parallel Perspective.History of Education Quarterly,46(4),571-598.
Urban,W.J.(2011).Leaders in the Historical Study of American Education.Boston:Sense Publishers.
Kaestle,C.F.(1973).The Evolution of An Urban School System:New York City,1750-1850.Cambridge,Mass.:Harvard University Press.
Kaestle,C.F.(1983).Pillars of the Republic:Common Schools and American Society,1780-1860.New York:Hill and Wang.
Kaestle,C.F.,Vinovskis,M.(1980).Education and Social Change in Nineteenth-century Massachusetts.Cambridge :Cambridge University Press.
Kliebard,H.M.(2004).The Struggle for the American Curriculum,1893-1958.New York:Routledge.
Reese,W.J.(2013).Testing Wars in the Public Schools:A Forgotten History.Cambridge,Mass.:Harvard University Press.
Reese,W.J.(2002).Power and the Promise of School Reform:Grassroots Movements during the Progressive Era.New York:Teachers College Press.
Reese,W.J.,& Rury,J.L.(2008).Rethinking the History of American Education.New York :Palgrave Macmillan.
Rury,J.(2006).The Curious Status of the History of Education:A Parallel Perspective.History of Education Quarterly,46(4),571-598.
Urban,W.J.(2011).Leaders in the Historical Study of American Education.Boston:Sense Publishers.