輝格史觀與教育史解釋

On Whiggish Approach and the Interpretation of History of Education

周愚文(Yu-Wen Chou)

《教育研究集刊》 53:1期 (2007/03) Pp. 1-20

https://doi.org/10.6910/BER.200703_(53-1).0001

摘要

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。

關鍵字

輝格史觀 ； 進步史觀 ； 以今論古觀 ； 教育史 ； 教育史學

並列摘要

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.

並列關鍵字

Whiggishness ； progressivism ； presentism ； history of education ； historiography of education

參考文獻

Bailyn, B.(1960).Education in the forming of American society.New York:Norton.

Bullock, A.,Stallybrass, O.,Thrombley, S.(1988).The Fontana dictionary of modern thoughts.London:Fontnana.

Butterfield, H.(1931).The whig interpretation of history.London:Penguin Books.

Cohen, S.(1999).Challenging orthodoxies: Toward a new cultural history of education.New York:Peter Lang.

Cremin, L.(1965).The wonderful world of Ellwood Patterson Cubberley: A essay on the historiography of American education.New York:Teachers College, Columbia University.