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) ›› 2026, Vol. 44 ›› Issue (7): 1-14.doi: 10.16382/j.cnki.1000-5560.2026.07.001

• 特稿 •    

为“文明对话”而“叙事”： 超越西方中心主义的比较教育范式——专访第二届“全球教育研究方法创新奖”获得者许美德教授

吴寒天1, 张晓超1,2, 许美德(Ruth Hayhoe)2   

  1. 1. 浙江大学教育学院，杭州 310058
    2. 多伦多大学安大略教育研究院，加拿大多伦多 M5S2E8
  • 出版日期:2026-07-01 发布日期:2026-06-23

“Narrative” for “Dialogue among Civilizations”: A Paradigm in Comparative Education Beyond Western-Centric Perspectives: An Interview with Professor Ruth Hayhoe

Hantian Wu1, Xiaochao Zhang1,2, Ruth Hayhoe2   

  1. 1. College of Education, Zhejiang University, Hangzhou 310058, China
    2. Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario M5S 2E8, Canada
  • Online:2026-07-01 Published:2026-06-23

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摘要：

在全球知识版图重绘与地缘政治张力加剧的时代背景下，超越西方中心主义单一叙事模式、重构比较教育研究的理论与方法论范式，已成为亟待破解的时代课题。“文明对话”范式作为反思西方中心主义、激活多元知识传统的重要路径，为比较教育研究提供了新的思想指引与实践方向。许美德教授在访谈中结合自身半个多世纪的跨文化学术经历，系统阐释了其“文明对话”研究范式的核心意涵与实践路径，剖析了“以中国为方法”“以亚洲为方法”的方法论转向逻辑，探讨了叙事研究、混合研究方法在跨文化教育研究中的应用价值。在此基础上，许美德教授进一步阐明了比较教育研究中“故事”与“历史”的辩证关系，以及师范大学所承载的独特价值逻辑，为构建以“文明对话”为基础、兼具价值关怀与实践意义的比较教育研究新范式提供了重要启示，也为中国教育学科参与全球知识体系重构、彰显文明担当提供了方法论参考。

关键词: 文明对话, 比较教育, 叙事研究, 以中国为方法

Abstract:

Against the current backdrop of an evolving global knowledge landscape and intensifying geopolitical tensions, there is an urgent need to transcend the Western-centric paradigm and reconstruct the theoretical and methodological framework of comparative education research. The “dialogue among civilizations” paradigm, as a vital means of reflecting on Western-centricism and revitalizing diverse knowledge traditions, provides new intellectual guidance and practical directions for comparative education studies. In this interview, Professor Ruth Hayhoe, drawing upon over half a century of her cross-cultural academic experience, systematically elucidates the core implications and practical pathways of her “dialogue among civilizations” paradigm. She discusses the methodological shift towards “China as a method” and “Asia as a method”, exploring the application value of narrative research and mixed methods in cross-cultural educational studies. She also clarifies the dialectical relationship between “story” and “history” in comparative education research, and the unique value embodied in Chinese normal universities. This provides significant insights into creating a new comparative education research paradigm based on “dialogue among civilizations” that integrates value-based concerns with practical significance. It also offers methodological references for Chinese educational studies to contribute to the reconstruction of the global knowledge system and demonstrate civilizational responsibility.

Key words: dialogue among civilizations, comparative education, narrative research, China as a method