汉斯的比较教育思想及其现实意义探微
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摘要
英国比较教育学家尼古拉斯·汉斯是因素分析时代的代表人物,进一步发展和完善萨德勒等人的比较教育思想,汉斯通过分析纵(历史)、横(因素)两个维度,即历史—因素法,对影响教育的因素进行探讨和分析,最后明确了影响教育的自然因素、宗教因素和世俗因素。虽然目前比较教育研究中的方法论和分析框架呈现出百家争鸣之势,历史—因素研究方法仍发挥着不可替代的作用,有助于我们运用多元文化视野对教育制度进行整体研究。
Nicholas Hans,the British comparative educationist in the era of History-Factor Analysis,further developed and perfected Michael Sadler and other educationists' thoughts on comparative education. He explored and identified the natural,religious and secular factors affecting education through analysis in two dimensions: the vertical( history) and horizontal( factor) dimensions. Although the methodology and analytical framework in comparative education have been far enriched by now,the history-factor analysis method is still playing an irreplaceable role in educational research and is conducive to the investigation of the educational system as a whole from a multicultural perspective.
Nicholas Hans,the British comparative educationist in the era of History-Factor Analysis,further developed and perfected Michael Sadler and other educationists' thoughts on comparative education. He explored and identified the natural,religious and secular factors affecting education through analysis in two dimensions: the vertical( history) and horizontal( factor) dimensions. Although the methodology and analytical framework in comparative education have been far enriched by now,the history-factor analysis method is still playing an irreplaceable role in educational research and is conducive to the investigation of the educational system as a whole from a multicultural perspective.
引文
[1]何塞·加里多.比较教育概论[M].北京:人民教育出版社,2001:35.
[2]姚林,彭泽平.比较教育中的历史主义范式[J].比较教育研究,2010(5):23-27.
[3]Sadler,M.E.How Far can We Learn Anything of Practical Value from the Study of Foreign Systems of Education?[J].Comparative Education Review,1964,7(3):307-314.
[4]冯增俊,陈时见,项贤明.当代比较教育学[M].北京:人民教育出版社,2008:81.
[5]艾萨克·康德尔.比较教育方法论[M].北京:人民教育出版社,1994:136.
[6]艾萨克·康德尔.教育的新时代---比较研究[M].北京:人民教育出版社,2001:6-7.
[7]王承绪.比较教育学史[M].北京:人民教育出版社,1999:73.
[8]陈时见,徐辉.比较教育导论[M].北京:商务印书馆,2007:246-249.
[9]Kandel,I.Comparative Education[M].Greenwood Press,Publishers,1933:8.
[10]Blake,D.W.The Purposes and Nature of Comparative Education:the Contribution of I.L.Kandel[J].Comparative Education,1982,18(1):3-13.
[11][12][13][14][17][18][19]Hans,N.Comparative Education:A Study of Educational Factors and Traditions[M].London:Routledge Taylor&Francis Group,2012:7-10.,17,28-29,142-143.
[15]King,E.Nicholas Hans[J].Comparative Education,1969,5(3):211-212.
[16]Hans,N.The Historical Approach to Comparative Education[J].International Review of Education,1959(9):301.
[20]卡扎米亚斯·马西亚拉斯.教育的传统与变革[M].北京:文化教育出版社,1981:8.
[21]P.G.Altbach&G.P.Kelly.New Approaches to Comparative Education[M].University of Chicago Press,1986:323.
[22]安东尼·维尔克,段世飞,刘宝存.比较教育的价值:认识自我和接纳差异[J].比较教育研究,2017,39(9):23-24.
[2]姚林,彭泽平.比较教育中的历史主义范式[J].比较教育研究,2010(5):23-27.
[3]Sadler,M.E.How Far can We Learn Anything of Practical Value from the Study of Foreign Systems of Education?[J].Comparative Education Review,1964,7(3):307-314.
[4]冯增俊,陈时见,项贤明.当代比较教育学[M].北京:人民教育出版社,2008:81.
[5]艾萨克·康德尔.比较教育方法论[M].北京:人民教育出版社,1994:136.
[6]艾萨克·康德尔.教育的新时代---比较研究[M].北京:人民教育出版社,2001:6-7.
[7]王承绪.比较教育学史[M].北京:人民教育出版社,1999:73.
[8]陈时见,徐辉.比较教育导论[M].北京:商务印书馆,2007:246-249.
[9]Kandel,I.Comparative Education[M].Greenwood Press,Publishers,1933:8.
[10]Blake,D.W.The Purposes and Nature of Comparative Education:the Contribution of I.L.Kandel[J].Comparative Education,1982,18(1):3-13.
[11][12][13][14][17][18][19]Hans,N.Comparative Education:A Study of Educational Factors and Traditions[M].London:Routledge Taylor&Francis Group,2012:7-10.,17,28-29,142-143.
[15]King,E.Nicholas Hans[J].Comparative Education,1969,5(3):211-212.
[16]Hans,N.The Historical Approach to Comparative Education[J].International Review of Education,1959(9):301.
[20]卡扎米亚斯·马西亚拉斯.教育的传统与变革[M].北京:文化教育出版社,1981:8.
[21]P.G.Altbach&G.P.Kelly.New Approaches to Comparative Education[M].University of Chicago Press,1986:323.
[22]安东尼·维尔克,段世飞,刘宝存.比较教育的价值:认识自我和接纳差异[J].比较教育研究,2017,39(9):23-24.