What Is Education History

The dissertation is about the exploration to the fundamental problem. It is necessary to think about the basic problem of education history theoretically and practically. Accompany with the understanding of the conception of education history, we will find that there are three connotations including education history, education historiography and education historical philosophy. Education historiography is consisting of education historical theory and education historical course. Scholars have their own ideas about education history in the process of education history practice, and apply to their ideas in their scholar practice. Manifest logic and hidden logic, these two kinds of logics are used to guide practice, as manifest logic shows statement system of the education history text, while hidden logic reflects in research paradigm. Scholars who study in education history are active people, and education history is the result of the activities of human beings. Combine with daily life practice and intercourse practice to study narrative system and research paradigm is the path to understand the practice paradigm of researchers.Since the publication of World of Education in 1901, Luo Zhengyu, Wang Guowei and Jiang Fu started practice activities of education history. It is the spontaneous scholar practice that based on the transplantation, and combine with textology. Guided by the idea of China-centered, Huang Shaoqi and Liu Yizheng took the western thought and theories to explain ancient Chinese education history, and combine textology with western empirical historiography. Influenced by the idea of experimentalism, Hu Shi and Chen Dongyuan pursued the education history to be a kind of science. They made education history to the way of methodology spontaneously from practice. The theory of education history was found, and it made education history which based on empirical paradigm to the peak. Liang Qichao and He Bingsong's relativism historiography confronted with empirical historiography. Guided by relativism historiography, Jiang Qi and Feng Pinlan found the education history paradigm, which made the education history to the way of subjective interpretation from objective narration. China-centered historiography, empirical historiography and relativism historiography, the three paradigms, make the diversified education historiography.Gamed between revolutionary history view and materialism historical idealism, reconciled between concept of class and historicism, education historical practice in China after 1949 became the unified revolutionary historical paradigm. The theory of education history became the tool of idea criticism. The theory was aphasia, the system was stagnation. Until 1977, materialism historical idealism was established as conception of history and methodology. Setting things right made education history back to tradition. It was established by two paradigms which are history of educational thought and history of educational system. Influenced by the modern theory and practice, the revolutionary history paradigm was instead of modernization paradigm. The new paradigm studies Chinese education from tradition to modern in the fusion of modernization. During the combination between cultural history and educational history, education historical narration becomes a new kind of research orientation, and established education history practice based on narrative historiography. In the process of education-oriented, the rising of educational history meta-study makes the education activity history to be a new focused research orientation. These four kinds of research paradigms make modern education history become monistic multilinkers.Focused on the education practice, life, experience, and process of events, modern education history improves practical characteristics in the way to practice. Based on fusion of practice and standpoint of life, education scholars back to the education history site in the fusion of horizons, and then establish the historical situating.All in all, reasonable understanding of what is education history is as following:education history is the result of the activities of human beings; education historiography is the process of fusion horizons and historical situating.Based on this, the structure of this dissertation is as following:Introduction:problem posing, method selection and meaning seeking.Chapter one:pre-understanding of concept, system, and fusions of education history.Chapter two:analyze the diversified education history practice which consists of empirical education historiography, relativism historiography and materialism historiography.Chapter three:analyze the unified education history practice guided by revolutionary history paradigm.Chapter four:analyze the education history practice which consists of tradition, modernization, narration and activity paradigm.Chapter five:discuss the practice-orientation of education history under the fusion of practical materialism.Conclusion:education history is the result of the activities of human beings; education historiography is the process of fusion horizons and historical situating.