英國教育史學發展初探 (1868-1993) 作者:周愚文(國立臺灣師範大學教育學系)

摘要：

自從一八六八年奎克 (R. H. Quick) 出版第一本英國的教育史專著後，近百年來，英國教育史學的發展歷經多變，今日已由早期為師資訓練做準備，進展至專門學術領域的開闢與建立上。本文旨在對英國教育史學的發展進行探討，以尋求可資借鑑處。
全文分為歷史發展、研究特徵及我國借鑑處三部分。就歷史發展而言，可分為：教育史研究的初興，二次大戰後的發展，英國教育史學會的成立及一九八０年迄今四 階段。就研究特徵而言，依性質可分為一九五０年代以前，傳統教育史學時期，一九六０年代至一九八０年代「新」教育史學的出現及一九九０年迄今三階段。最後，本文將從研究目的、研究取向、研究主題、理論架構、研究方法、研究史料、研究時間、學術社群及教學等九方面，歸納出英國教育史研究的特色及值得我國借 鑑處。

《詳全文》

The Development of Historiography of Education in England,(1868-1993): A Pioneering Study Author: Yu-Wen Chou(Department of Eduction, National Taiwan Normal University)

Abstract：

In 1868, R. H. Quicks book : Essays on Educational Reform was pub-lished, which was the first book written by an Englishman on the history of education. From that time onwards, the study of the history of educa-tion in England has progressed, and it has changed from the old tradition to the new approach.
The main purpose of this essay which consists of four parts : introduc-tion, historical development, characteristics, and conclusion, is to study the development of the historiography of education in England and to find some implications for the historical research on Chinese education.
By and large, characteristics to have the folloging the historiography of education on England can be concluded:
1. The process of the development of the historiography of education was closely related to the change on the teacher-education courses. When the teaching of the history of education gradually lost its ground on the teach-er-education courses from 1960s onwards, however, ironically an academic discipline, the history of education, was made.
2. The traditional Whiggish approach of the history of education, which claimed a single, isolated, linear and progressive perspective, has been crit-icized. The watershed of change was the introducing of the so-called 'new' history approach, which emphasized the ideas of 'total history' and 'history from below'.
3. The themes of the study of history of educaiton changed from old topics, such as great thinkers, educators, legislation and institutions, to new ones, such as local history, women's history, the history of the working-class, child history, comparative history and so on.
4. Not until the 1960s did the theories and methods of social sciences, es-pecially sociology, come to be used by the historians of education.
5. The new methods and techniques, such as interview and statistics wre not introduced until 1960s.
6. Official archives were used by the traditional historians as the primary sourses. However, from 1960s onwards, the non-archives sources, such as personal letters, diaries, novels, newspapers, pamphlets, and so on, become more and more important. Besides, due to the influence of the 'new' history, oral visual sources, such as tape-recordings, films, pictures, paints, and so on, came tobe used grad-ually.
7. After 1960s, the historians of education paid more attention to the is-sues after the Second World War than those in the nineteenth century. Historical perspectives upon current educational issues were one of the main trends.
8. The History of Education Society was established in 1967, which was the landmark of professionalisation. Two periodicals : History of Education So-ciety Bulletin(twice a year) and History of Education (quarterly) were published by the Society.
9. Diplomas of Higher Education and high degrees in the history of educa-tion, such as MA, MPhil and PhD came to increase gradually from 1960s onwards, when the teaching of the history of education in the teacher-edu-cation courses came to decrease.