【作者】 王琳；

【导师】 李文英；

【作者基本信息】 河北大学 ， 比较教育学， 2024， 博士

【摘要】 施瑞尔是一位活跃于当今世界比较教育领域的著名学者,其创立的系统功能主义比较教育理论代表了当今比较教育理论发展的方向,推动了比较教育学科理论的发展,同时他也被誉为“比较教育系统功能主义分析框架创始人”。施瑞尔系统功能主义比较教育理论体系非常丰富,从不同角度讨论了当下比较教育学科中的关键问题,如关于“比较是什么”的比较教育本体论问题,比较教育的主体、客体以及主客体之间关系的比较教育认识论问题,以及比较教育方法论问题。全面考察和深入分析施瑞尔系统功能主义比较教育理论的内容,为我国比较教育理论提供有针对性的研究建议,是十分必要且迫切的。本文立足于前人研究的基础上,运用文献分析法、历史分析法、访谈法以及因素分析法,基于关系视角并运用社会一历史相结合的分析方式,梳理并分析了施瑞尔系统功能主义比较教育理论的生成背景、发展历程以及思想渊源。19世纪60年代后世界各国在政治、经济、文化之间的日益相互联系,为施瑞尔系统功能主义比较教育理论的出现奠定了坚实的社会基础,比较教育学科危机以及比较教育理论流派的对立与矛盾催生了系统功能主义比较教育理论。基于理论发展进程的历史视角,施瑞尔系统功能主义比较教育理论经历了萌芽肇始、初步形成以及确立完善三个阶段。发展于20世纪的系统功能主义、自组织以及新制度主义理论为系统功能主义比较教育理论提供了逻辑基础。施瑞尔系统功能主义比较教育理论将“比较是什么”作为其本体论的出发点。在借鉴亚里士多德关于“存在是什么”的基础上,施瑞尔将“比较是什么”这一比较教育本体论问题分解为五个维度,围绕这五个维度建构了对“比较是什么”问题的理解。他定义并澄清了“比较”概念及其核心构成;划分了“比较”的类型;分析了“比较”的参照系统;阐释了比较的逻辑以及理论类型。施瑞尔在借鉴认识论内涵的基础上,从认识主体、认识客体以及主客体之间的关系视角,将比较教育认识论的构成要素总结为比较教育的研究主体、比较教育的研究对象以及比较教育的历史重构。施瑞尔从系统视角出发,分析了比较教育研究主体的核心能力构成;基于系统功能主义以及自组织理论,强调应突破传统学科对研究对象的限制,以“关系基础上的复杂性”以及“自我参照”视角界定并分析了比较教育的研究对象;从历史进程维度,运用社会—历史分析方法重构了比较教育的历史。比较教育方法论是施瑞尔系统功能主义理论的核心与关键,施瑞尔在借鉴系统功能主义、自组织以及新制度主义理论的基础上,从方法论的三个不同维度构建了其独具特色且具有较强包容性的比较教育方法论体系,即基于实验科学精神的逻辑起点、因果网络关系的复杂性、全球复杂关系的相互依存、历史与比较的调和以及基于共生关系的功能对等。施瑞尔系统功能主义比较教育理论代表了比较教育学科整合—重构的愿望,该理论注重整合与系统性思维、重视多维视角的关系分析以及关注多重因果关系等特点,为当今比较教育学者提供了一种新的分析视域和研究路径。施瑞尔系统功能主义比较教育理论不仅丰富了比较教育学科的方法论,为比较教育学科提供了一个广阔的研究视域,而且该理论也指出了比较教育的学科使命,即倡导国际理解与平等共生。与此同时,该理论也重申了比较教育学的科学性,强调了批判与反思对比较教育研究的重要意义。更多还原

【Abstract】 Schriewer is a famous scholar who is active in the field of comparative education in the world today.The development of comparative education theory is guided by his notion of systematic functionalism,which also fosters the growth of comparative education discipline theory.At the same time,he is also known as "the founder of the system functional analysis framework of comparative education".Schriewer’s systematic functionalism is very rich in comparative education theory system,which discusses the key issues in the current comparative education from different angles,Such as the ontological issues of comparative education regarding "what is comparison",the epistemological issues of comparative education regarding the subject and object of comparative education and the relationship between subject and object,and the methodological issues of comparative education.It is necessary and urgent to investigate and analyze the content of Schriewer’s system functionalism comparative education theory comprehensively and provide targeted research suggestions for China’s comparative education theory.Based on previous studies,this paper from the perspective of relationship and the method of historical analysis,uses literature analysis,historical analysis,interview method and factor analysis method to sort out and analyze the historical process of the development of Schriewer’s systematic functionalism comparative education theory.The crisis of the comparative education discipline,the opposition and contradiction between comparative education theoretical schools,and the growing interconnectedness of politics,economy,and culture in various countries around the world after the 1960 s laid a strong social foundation for the emergence of Schriewer’s systematic functionalist comparative education theory.Based on the historical perspective of the theoretical development process,Schriewer’s systematic functionalist comparative education theory has passed three stages: budding,initial formation,and establishment and improvement.The theories of systemic functionalism,self-organization and new institutionalism developed in the 20 th century provide a logical basis for the comparative education theory of systemic functionalism.Schriewer’s systematic functionalist comparative education theory takes "what comparison is" as its ontological starting point.Based on Aristotle’s discussion of "what is existence?" Schriewer decomposes the comparative education ontological question "what is comparison" into five dimensions,An understanding of the question "what is comparison" is constructed around these five dimensions.He defines and clarifies the concept of "comparison" and its core components;Divided types of "comparison";The reference system of "comparison" is analyzed;The logic of comparison and theoretical types are explained.On the basis of drawing on the connotation of epistemology,Schriewer from the perspective of understanding the subject,understanding the object and the relationship between the subject and the object,the constituent elements of comparative education epistemology are summarized as the research subject of comparative education,the research object of comparative education,and the historical reconstruction of comparative education.Schriewer analyzed the core competencies of comparative education research subjects from a systemic perspective;Based on system functionalism and self-organization theory,Schriewer emphasizes that the limitations of traditional disciplines on research objects should be broken,and the research objects of comparative education are defined and analyzed from the perspectives of "complexity based on relationships" and "self-reference";From the perspective of historical process,the history of comparative education is reconstructed using the socio-historical analysis method.Comparative education methodology is the core and key of Schriewer’s system functionalism theory.Based on the theory of systemic functionalism,self-organization and new institutionalism theory,Schriewer constructed a unique and highly inclusive comparative education methodology system from three different dimensions of methodology.That is,the logical starting point based on the spirit of experimental science,the complexity of causal network relationships,the interdependence of global complex relationships,the reconciliation of history and comparison,and functional equivalence based on symbiotic relationships.Schriewer’s systematic functionalist comparative education theory represents the desire to integrate and reconstruct the discipline of comparative education.This theory focuses on integration and systematic thinking,relationship analysis from multi-dimensional perspectives,and multiple causal relationships,it provides new analytical perspectives and research paths for comparative education research.Schriewer’s systematic functionalist comparative education theory not only enriches the methodology of the discipline of comparative education and provides a broad research horizon for the discipline of comparative education,but the theory also points out the disciplinary mission of comparative education,which is to advocate international understanding and equal symbiosis.At the same time,this theory also reiterates the scientific nature of comparative education and emphasizes the importance of criticism and reflection in comparative education research.更多还原