摘要
比较教育是一种现代文化性学科形态,"比较"是其作为一门制度化学科的逻辑起点。澄清比较教育的学科逻辑有助于我们重新构建比较教育的学科理论体系,促进比较教育学科的科学化发展。比较教育经历了"借鉴"、"预测"、"分析"等历时性发展阶段和具有跨国家、跨学科、跨文明等跨越"他者"界限的共时性特征,凝聚着无数比较教育学者充满艰辛的探索历程和苦苦求索的心智,形塑了其学科智慧,进而表征着比较教育的本体特质。
Comparative education is kind of modem culture subject form.＂Comparison＂ is the logical starting point for comparative education to be an institutionalized subject. To clarity comparative education discipline＇s logic can do help for rebuilding its theory system and stimulating the discipline toward scientific development. Comparative education has experienced three diachronic development stage as＂borrowing period＂, ＂prediction period＂ and ＂analysis period＂ , and cross country,across disciplines,across cultures and across ＂others＂ synchronic characteristics, which cohere countless comparative education scholars＇ hardships exploration course and the quest of mental discipline,and all these have shaped its wisdom,and shown the characteristics of comparative education ontological property.
出处
《外国教育研究》
CSSCI
北大核心
2013年第1期3-9,共7页
Studies in Foreign Education
基金
国家社会科学基金教育学一般课题<教育学的专业改造与学科建设研究>(项目编号:BAA100013)
教育部人文社会科学研究青年基金<基于本体的比较教育学科发展研究>(项目编号:11YJC880151)
中央高校基本科研业务费专项资金项目<教师学习共同体的运行机理与模型建构研究>(项目编号:11SZYB05)
关键词
比较
比较教育
学科逻辑
学科智慧
comparison
comparative education
disciplinary logic
disciplinary wisdom
