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在线阅读 --教育科学版 2020年4期《反思教育现代化》
反思教育现代化--[在线阅读]
阎凤桥
北京大学 教育学院, 北京 100871
起止页码: 1--5页
DOI: 10.13763/j.cnki.jhebnu.ese.2020.04.001
摘要
教育现代化同时具有时间和空间含义,它既是一个历史过程,也是不同文化之间的互动影响过程,因此可以分别从历史和文化的角度审视之。从历史角度看,现代化的历程是一个复杂过程,并不全是进步意义的,而是会出现退步的情况。从文化互动的角度看,把文化区分为先进和落后、把现代化视为先进替代落后的看法也是有所偏误的。历史上的许多事例都告诉我们,要避免对现代化不加审辨的盲目推崇。虽然现代化是对传统的反动,但也要珍视传统中有价值的内容;虽然现代化是强大文化力量对于弱小文化的影响过程,但也要对弱小文化持珍重和保护的态度。具有很强文化内涵的中国教育需关注社会内涵和特色,使中国教育现代化具有不同区域特色、具有中国特色,以避免对教育现代化不加置辩地接纳,而缺少一种必要的反思和审问姿态。

Rethinking Modernization of Education
YAN Fengqiao
Graduate School of Education, Peking University, Beijing 100871, China
Abstract:
Modernization of education has both temporal and spatial connotations. It is not only a historical process, but also a process of interaction between different cultures. Therefore, it should be understood and analyzed from historical and cultural perspectives. From historical perspective, modernization is quite complex, both progressive and regressive phenomena can be observed. From the perspective of cultural interaction, the modern-backward dichotomy is biased. It is also biased to view modernization as the substitution of the advanced for the backward. History has taught us in many cases to avoid blind admiration of modernization without critical thinking. Although by definition modernization is a counteraction of tradition,conducive parts of tradition should be valued and protected. Although powerful cultures exert impacts on weak cultures in modernization, positive and protective attitudes should be taken for weak cultures. With very strong cultural connotation, education in China should give weight to social connotations and characteristics, so that China's education modernization has not only Chinese characteristics but also different regional characteristics, so as to avoid accepting education modernization without any argument, the necessary reflection and a critical attitude.

收稿日期: 2019-11-05
基金项目:

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