华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2017, Vol. 35 ›› Issue (4): 99-106+137+138.doi: 10.16382/j.cnki.1000-5560.2017.04.010

• 中外教育史 • 上一篇    下一篇

论波克维茨的“历史化”教育史学

李先军   

  1. 华中师范大学教育学院, 武汉 430079
  • 出版日期:2017-08-20 发布日期:2017-07-07
  • 基金资助:
    华中师范大学中央高校基本科研业务费项目"自由探索"（CCNU15A06089）。

Historicizing: Thomas Popkewitz's History of Education Research Methodology

LI Xianjun   

  1. School of Education, Central China Normal University, Wuhan 430079, China
  • Online:2017-08-20 Published:2017-07-07

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摘要： 美国著名教育学家波克维茨针对教育史研究中的历史主义、实证主义、档案迷信等倾向，从社会知识论的角度，提出了"历史化"教育史学思想。历史化教育史学认为：现实与历史是不可分离的，教育者对现实的理解，不能脱离历史文化传统；教育史研究关注的是现实问题的"当下历史"；教育发展的历史过程，交织着知识和权力的相互影响；教育史研究者，应成为批判的行动者；历史发展是非连续性的，教育史应研究历史的断裂。

关键词: 波克维茨, 历史化, 教育史学方法论, 社会知识论

Abstract: From the perspective of sociology of knowledge, Thomas Popkewitz, the famous American educator deconstructs historicism and positivism and blind faith to the archive in history of education. He puts forward his thought of historicizing in history of education research methodology. According to Thomas Popkewitz, while the present and history can't be separated, researchers should understand the present from cultural history and tradition. The researchers in history of education must do research into the practical problems of the present, and use methodology of the history of present. The process of history is interwoven with the influence of relationship between knowledge and power, so that the researcher should be a critical actor. The development of history is discontinuous, so historians must do research on the disruption of the historical change.

Key words: Thomas Popkewitz, historicizing, history of education research methodology, sociology of knowledge