Abstract：Current academic understandings of the early development of American educational historiography are not adequate and require clarification. Early historical writings on American education had a typical “family history” style pioneered by Ellwood P. Cubberley. The subsequent work of Bernard Bailyn and Lawrence A. Cremin in the 1960s and 1970s saw the framework of “moderate revisionism” replacing the earlier tradition with a broad and universally connected civilization narrative writing style, marking the emergence of a “new American educational historiography”. The main cause of academic misunderstandings is that there has been a one-sided emphasis on the importance of Cubberley and Cremin’s criticisms of the “family history” writing tradition, which has failed to give full considerations to other works in the development of this historiography, particularly the numerous early works. This bias also illustrates that, intentionally or otherwise, linear historical views and “présentiste” exist in the research of American educational historiography in China, and this requires careful consideration. Based on the Western historical writing tradition and systematic analysis of numerous works, this study once again reviews the early development of American educational historiography to provide a new understanding of its development in the colonial period. Influenced by writings on Christianity in the colonial period and the nationalist documentation of early American colonial history, American education historians developed a style that was dominated by a stream of broad narratives on civilization called the “Whig school”. However, under the influence of German historicism and American pragmatism in the late 19th Century, two styles emerged. Inspired by the scientificization of American history, one path adopted historicism from Germany and maintained the “civilization narrative”. The other path, motivated by a push for the professionalization of American teacher education, turned against the “textbookization” of American educational history writing. Although the writings by educational historians reflected the acute demand for teacher education professionalization, it led to instrumentalism, rebelling against the previous writing traditions. This “rebellion” was discarded after a systematic review by professional historians in the 1950s and 1960s. Following this “moderate revisionist” criticism of the pragmatism of historical writing, American educational historiography returned to a framework of broad narratives on civilization, which simultaneously marked the full completion of the professionalization of American educational historiography.
陈露茜. 对美国教育史学早期发展的再审视[J]. 浙江大学学报(人文社会科学版), 2021, 51(3): 182-195.
Chen Luxi. Rethinking on the Early Development in American Educational Historiography. JOURNAL OF ZHEJIANG UNIVERSITY, 2021, 51(3): 182-195.
1 Rury J. & Tamura E. H.， The Oxford Handbook of the History of Education， Oxford： Oxford University Press， 2019. 2 Johnson E.， Wonder-Working Providence of Sion Savior in New England， Delmar： Scholars’ Facsimiles and Reprints， 1974. 3 Harlan D.， “A people blinded from birth： American history according to Sacvan Bercovitch，” Journal of American History， Vol. 78， No. 3 （1991）， pp. 949-971. 4 Mather C.， Magnalia Christi Americana； or， the Ecclesiastical History of New-England， from Its First Planting in the Year 1620， unto the Year of Our Lord， 1698， vol. 1， London： Research Library of Colonial Americana， 1972. 5 周采： 《美国教育史学：嬗变与超越》，北京：人民教育出版社，2006年。 6 Belknap J.， The History of New Hampshire， New York： Johnson Reprint Corporation， 1970. 7 Persons S.， “The cyclical theory of history in eighteenth century America，” American Quarterly， Vol. 6， No. 2 （1954）， pp. 147-163. 8 Warren M. O.， History of the Rise， Progress and Termination of the American Revolution Interspersed with Biographical， Political， and Moral Observations， vol. 3， New York： AMS Press， 1970. 9 Carter J. G.， Letters to the Hon. William Prescott， LL. D. on the Free Schools of New England， with Remarks upon the Principles of Instruction， Boston： Cummings， Hilliard， and Co.， 1824. 10 Carter J. G.， Essays upon Popular Education Containing a Particular Examination of the Schools of Massachusetts and an Outline of an Institution for the Education of Teachers， Boston： Bowles and Dearborn， 1826. 11 Mann H.， The Common School Journal， vol. 1， Boston： Marsh， Capen， Lyon， and Webb， 1839. 12 Mann H.， The Common School Journal， vol. 3， Boston： Marsh， Capen， Lyon， and Webb， 1841. 13 Curti M.， The Social Ideas of American Educators，Totowa： Littlefield， Adams & Co.， 1978. 14 Rothblatt S.， Tradition and Change in English Liberal Education： An Essay in History and Culture， London： Faber and Faber， 1976. 15 van Tassel D.， Recording America’s Past： An Interpretation of the Development of Historical Studies in America， 1607-1884， Chicago： University of Chicago Press， 1960. 16 Bancroft G.， History of the United States of America， from the Discovery of the Continent， vol. 1， New York： D. Appleton and Co.， 1898. 17 美］多萝西·罗斯： 《美国社会科学的起源》，王楠、刘阳、吴莹译，北京：生活·读书·新知三联书店，2019年。 18 Robarts J. R.， “The quest for a science of education in the nineteenth century，” History of Education Quarterly， Vol. 8， No. 4 （1968）， pp. 431-446. 19 Gaither M.， Progress， Civilization， and American Educational Historiography， 1690-1960 ， Bloomington： Indiana University Press， 2000. 20 Brockett L. P.， History and Progress of Education， New York： A. S. Barnes and Burr， 1860. 21 Schmidt H. I.， Education： Part I， History of Education， Ancient and Modern； Part II， A Plan of Culture and Instruction， New York： Harper， 1842. 22 Quick R. H.， Essays on Educational Reformers， New York： Longmans， Green， and Co.， 1868. 23 Compayre G.， History of Pedagogy， Boston： Heath and Company， 1885. 24 Hinsdale B. A.， Topics in the Educational History of the United States， Ann Arbor： Inland Press， 1899. 25 Dexter E. G.， A History of Education in the United States， New York： The Macmillan Company， 1904. 26 Cohen S.， “The history of the history of American education： the uses of the past，” Counterpoints， Vol. 76 （1999）， pp. 3-34. 27 Burham W. H. & Suzzallo H.， The History of Education as a Professional Subject， New York： Teacher College， Columbia University， 1908. 28 Cubberley E. P.， Public Education in the United States： A Study and Interpretation of American Educational History， New York： Houghton Mifflin Company， 1919. 29 Arnstein G. E.， “Cubberley： the wizard of Stanford，” History of Education Journal， Vol. 5， No. 3 （1954）， pp. 73-81. 30 Johnson H.， The Other Side of Main Street， New York： Columbia University Press， 1943. 31 Cremin L. A.， The Wonderful World of Ellwood Patterson Cubberley， New York： Bureau of Publications， Teachers College， Columbia University， 1965. 32 Anderson A. W.， The Theoretical Foundation of Education： Historical， Comparative， Philosophical， and Social， Urbana： Bureau of Research and Service， College of Education， University of Illinois， 1951. 33 美］理查德·霍夫斯塔德： 《美国政治传统及其缔造者》，北京：商务印书馆，2012年。 34 Bailyn B.， Education in the Forming of American Society： Needs and Opportunity for Study， North Carolina： The University of North Carolina Press， 1960. 35 Urban W. J.， Leaders in the Historical Study of American Education， Rotterdam： Sense Publishers， 2011. 36 美］伯纳德·贝林： 《教育与美国社会的形成》，王晨等译，合肥：安徽教育出版社，2013年。 37 Smith W.， “The new historian of American education，” Harvard Educational Review， Vol. 31， No.1 （1961）， pp. 136-141. 38 Cremin L. A.， The Transformation of the School： Progressivism in American Education， 1876-1957， New York： Alfred A. Knopf， 1961. 39 Cremin L. A.， Traditions in American Education， New York： Basic Books， 1977.
2021, Vol. 51 
