On Whiggish Approach and the Interpretation of History of Education
輝格史觀與教育史解釋
- Keyword：
- Whiggishness、Progressivism、Presentism、History of education、Historiography of education / 輝格史觀、進步史觀、以今論古觀、教育史、教育史學
Volume 53 No.1 - 2007-03-31
On Whiggish Approach and the Interpretation of History of Education Yu-Wen Chou
輝格史觀與教育史解釋周愚文
Slattery's Postmodern-Eschatological Curriculum TheoryHorng-Ming Jong
P. Slattery的後現代末世論課程理論鍾鴻銘
Teaching Portfolios as a Tool for Teacher Appraisal: A Critical Evaluation of the Experiences of America's National Board for Professional Teaching StandardsTeaching Portfolios as a Tool for Teacher Appraisal: A Critical Evaluation of the Experiences of America's National Board for Professional Teaching Standards
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In Search of the Art of Teaching: The Implications of J. Dewey's Thought for Aesthetic Qualities of the Practice of TeachingMin-Siang Chen Ren-Jin Horng
追尋教學的藝術--從J. Dewey思想衍繹教師角色與教學的美感特質陳閔翔、洪仁進
Leading with Evidence: Making Schools Smarter (A Review of Making Schools Smarter: Leading with Evidence by K. Leithwood, R. Aitken, ＆ D. Jantzi
以證據領導--讓學校更睿智
- Summary
- Chinese Summary
- Reference
- Scholarly references
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.
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。
