摘要
中国教育学的思维框架和理论来源基本上是因袭西方教育学或哲学。然而,中国教育学学术性格的成型离不开历史文化的影响,可以说,教育学在学术性格的形成中继承了圣贤哲人"圆融和合"的研究哲学和"六经注疏"的治学传统,同时,近代中国的屈辱史也滋生出"自我矮化"学术情结。
The thinking frame and theoretical source of Chinese pedagogy follows Western pedagogy and philosophy on the whole.However,the formation of Chinese pedagogy＇s academic personality can＇t be separated from the influence of China＇s history and culture.We can say that academic personality of Chinese pedagogy succeeds to ancient sages＇ research philosophy of harmony and their study tradition of the commentary of six meridians,and at the same time the humiliated history of modern China brings about the appearance of the academic complex of self-downgrading.
出处
《教育学术月刊》
北大核心
2010年第8期12-13,23,共3页
Education Research Monthly
关键词
中国教育学
学术性格
文化传统
Chinese Pedagogy
Academic Personality
Cultural Tradition
