【摘要】 教育史研究与“诸启蒙运动”学术新史之间的长期脱节,导致启蒙运动教育史深受教材传统和卡西尔范式影响,亟需转型。进入20世纪70年代以来,学界对启蒙运动复杂性质及其时间尺度与空间维度进行了广泛探索,揭示了“启蒙即教育”的解释维度,并讨论了启蒙教育史的新范畴。该范畴以启蒙教育为线索,重新解读了近代早期欧美教育现代化转型及其内在张力,提出了相关研究议题,这些议题可以通过问题导向的多元方法论进行探讨。厘清“教育即启蒙”的内涵,对于构建涵纳全球多区域和中国本土的自主性教育启蒙史研究框架具有重要的现实意义和学术必要性。更多还原

【Abstract】 The divergence between educational history study and the new historiography of Enlightenments makes educational history of the Enlightenment suffer from the influence of textbook tradition and Cassirer paradigm,which needs a transformation.Since the 1970s,the academic community has explored the complex nature,time scale and spatial dimension of the Enlightenment,revealed the explanatory dimension of "Enlightenment is education",and discussed the new category of the educational history of Enlightenment.Taking enlightenment education as a clue,this category reinterprets the transformation of education modernization in early modern Europe and America and its internal tension,and puts forward related research topics,which can be discussed through problemoriented multivariate methodology.Clarifying the connotation of "education is enlightenment" is of great practical significance and academic necessity for constructing an independent research framework of educational enlightenment history that covers many regions in the world and China.更多还原