对美国教育史学早期发展的再审视

doi:10.3785/j.issn.1008-942X.CN33-6000/C.2020.12.171

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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.

Received: 17 December 2020

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https://www.zjujournals.com/soc/EN/10.3785/j.issn.1008-942X.CN33-6000/C.2020.12.171 OR https://www.zjujournals.com/soc/EN/Y2021/V51/I3/182

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