期刊论文

Bernard Bailyn’s Contextualist Approach and Its Implications for Educational Historiography

中文

现代大学教育

1671-1610

2024

40

2

39-48,112

10.3969/j.issn.1671-1610.2024.02.005

2018年度国家社会科学基金教育学一般课题“西方后现代教育史学研究”,项目编号:BOA180048。

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教育史的学科建设问题历来为教育史学界所关注,将教育史化约为史学方法介入教育研究,或许可成为学科建设的一条路径。贝林的语境主义史学方法的核心论点涵盖3个方面:聚焦研究的去道德化、区分外显的历史和内隐的历史、处理时代错置的史...展开更多 教育史的学科建设问题历来为教育史学界所关注,将教育史化约为史学方法介入教育研究,或许可成为学科建设的一条路径。贝林的语境主义史学方法的核心论点涵盖3个方面:聚焦研究的去道德化、区分外显的历史和内隐的历史、处理时代错置的史学问题。这一史学方法反映到贝林的教育研究中,则是对教育研究进行去道德化,区分外显的与内隐的教育事件,运用语境主...

Educational historiography is not simply an important part of teacher education curriculum,but also an emerging research field that introduces a variety of historiographical approaches to educational research.For instance,Bernard Bailyn(1922-2020),a Harvard Professor Em...MORE Educational historiography is not simply an important part of teacher education curriculum,but also an emerging research field that introduces a variety of historiographical approaches to educational research.For instance,Bernard Bailyn(1922-2020),a Harvard Professor Emeritus,adopted a contextualist approach in his book ...