Have library access?
IP:3.236.143.154
  • Journals

輝格史觀與教育史解釋

On Whiggish Approach and the Interpretation of History of Education

Abstracts


本文旨在檢討歷史解釋中輝格史觀的「進步史觀」與「以今論古觀」兩種涵義,及其在國外教育史研究上曾出現的缺失,然後透過個人近年五項研究案經驗的分析,重新反省其得失,最後提出日後運用上的限度。

Parallel abstracts


The main purpose of this paper is to reconsider the Whig Party’s interpretation of history and to review two key connotations of this interpretation, i.e., progressivism and presentism. Revisionist historians and historians of education since the 1960s have criticized certain kinds of historical writings. However, based on personal research done in the past few years, the author here reconsiders the rationality of the revisionists’ critique. Finally, the author revises the judgment of "whiggishness" and agrees that the viewpoint of progressivism and presentism could be used in the study and interpretation of the history of education, under certain conditions and limitations.

References


Herbst, J.,R. Lowe(1980).History of ecucation: Major themes.London:Routledge.
Lowe, R.,R Lowe(Ed.)(1983).Trends in the studies and teaching of history of education.Leicester, UK:History of Education Society.
Ravitch, D.,R. Lowe(Ed.)(1980).History of education: Major themes.London:Routledge.

Cited by


許純鎰(2016)。從異域到茶鄉:泰北邊境的茶產業與地方浮現〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342/NTU201610410

Read-around