CAJ | 학술논문

关于美国＂进步教育＂的历史背景和理论意义,一些后现代主义教育史学家们指出,＂进步教育＂的发端时间可以上溯至宗教改革时期,同时它又在某种程度上加入到了与现代公立教育体系的共生关系中去。作为教育学上的一种变革,它代表着一种连续不断的建构,而不是一种理论上的革命,其核心目的自宗教改革以来始终未变。这些新见解值得关注,对于教育工作者尤其是从事教育史研究的人们来说,具有重要的启迪作用。
관우미국＂진보교육＂적역사배경화이론의의,일사후현대주의교육사학가문지출,＂진보교육＂적발단시간가이상소지종교개혁시기,동시타우재모충정도상가입도료여현대공립교육체계적공생관계중거。작위교육학상적일충변혁,타대표착일충련속불단적건구,이불시일충이론상적혁명,기핵심목적자종교개혁이래시종미변。저사신견해치득관주,대우교육공작자우기시종사교육사연구적인문래설,구유중요적계적작용。
Concerning the historical background and theoretical significance of ＂Progressive Education＂ in America, some post-modernist educational historians hold that the progressive education can be traced back to the Reformation period, and it has become symbiotic, in some ways, with the system of modern public education. As a transformation in education, it represents a continuous construction but not a theoretical revolution, with its core intent never changed since the Reformation. These new perspectives are worthy of attention and very enlightening to educators, especially researchers in the field of history of education.