超越“三阶段论”：20世纪美国教育史学再认识

doi:10.16382/j.cnki.1000-5560.2024.03.009

摘要/Abstract

摘要：

国内教育史学界对20世纪美国教育史学的关注与改革开放几乎同步，四十多年来形成了近乎统一的“传统派–温和修正派–激进修正派”的解释模式和分析框架，这种“三阶段论”虽有一定的学术价值，但长期固定不变的评价模式也造成了历史认知上的很多悖论和误解。通过重新挖掘和阐释关键史料，一个更加丰富多样的美国教育史研究的学术史视域得以呈现，既有的阐释框架中有很多被夸大、误读、忽视和低估的成分，通过“三阶段论”理解美国教育史学史存在很大的局限。不同的学派只是某种观点的概括，并不能代表学术研究的全景，一成不变的标签化和简单化的做法，对于客观而准确地认识学术史是不可取的。学术史的梳理与专题研究亦是相辅相成的，对美国教育史学史的再认识对推动国内的教育史研究有着重要的意义。

关键词: 美国教育史学, 三阶段论, 修正派, 克伯莱, 贝林, 克雷明

Abstract:

Since the reform and opening-up, researchers in China has started the study on the American educational historiography in the 20th century. In the past forty years, the researchers have divided the history of American educational historiography into three stages: traditionalist, conservative revisionist, and radical revisionist. This framework of interpretation was widely recognized by the scholarship community. It is of some value. But it also brings some paradox and misunderstanding. This paper explores and interprets the key documents, and then presents the parts which were exaggerated, misread, ignored and underestimated in the three stages theory. Different schools just generalizes different points of view, but they cannot represent the panorama of the academic research. The stereotyped tagging and simplification are not advisable to have an objective and accurate understanding of academic history. The analysis of academic history and topic study complement each other. Rethinking the history of American educational historiography is of great significance to the development of history of education research.

Key words: American educational historiography, three stages, revisionist, Cubberley, Bailyn, Cremin

王慧敏. 超越“三阶段论”：20世纪美国教育史学再认识[J]. 华东师范大学学报(教育科学版), 2024, 42(3): 99-114.

Huimin Wang. Beyond the Three Stages Theory: Rethinking the American Educational Historiography in the 20th Century[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(3): 99-114.

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1957年报告所列主题及其顺序	各主题下的研究建议	1965年修订的顺序
1. 边疆新社区的建立	西部拓疆的过程中，教育及其机构如何为新的社区服务	1
2. 移民的美国化	教育如何助力完成移民的美国化，其作用和地位如何	4
3. 美国式生活诺言的兑现	教育可以促进平等也可以固化不平等，但机会均等与否确实与教育有着密切关系，其复杂的关系应予以细致考察	5
4. 美国政治体制的发展	美国的民主与教育之间相互依赖，应在二者的联系中认识美国	6
5. 美国社会的转型	教育机构在美国社会发展中起着重要作用，理解美国须研究教育	7
6. 极其丰富的国家物质资源的利用	国家财富的增长有赖于人力资源开发、有赖于教育，应探究美国人在历史上如何逐渐意识到教育对于国家繁荣的作用	3
7. 与美国作为一个世界强国日益增长的责任相适应的外交政策的调整	民主制度在世界中的地位取决于公共舆论，而美国人对于世界的认识取决于教育，对教育的历史研究应与世界局势相联系	2
8. 在一片广袤的土地上一种独特的美国文化的形成	各种教育机构对美国人的语言、文学、艺术、思想等都有着塑造作用，应考察教育与美国文化演进之间的密切关联	8