布鲁贝克高等教育哲学思想研究
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摘要
自1987年以来布鲁贝克《高等教育哲学》一书的中译本开始在国内发行,其高等教育哲学思想便开始了在我国的引进历程。二十余年以来的引进历程也是颇费周折,经历了“肯定——否定”的转变。在赞誉与质疑之间,我们应该如何正确认识布鲁贝克的高等教育哲学思想呢?因此,有必要对“布鲁贝克高等教育哲学思想”重新审视,清晰认识其形成的历程、社会文化基础、教育实践基础与教育理论基础,理性审视其高等教育哲学的核心思想、特点、影响与局限性。这不仅有利于我们对西方高等教育哲学的历史梳理与准确认识,也有利于为我国今日高等教育事业的发展寻求更为正确、理性的理论与思想源泉。
具体而言,本研究包括以下几方面内容:
第一,追溯了布鲁贝克高等教育哲学思想产生、形成与发展的历程。我们采用一种历史的、纵向的视角,对布鲁贝克的生平与教育活动历程进行基本的梳理,并在此基础上对其高等教育哲学思想产生、形成与发展的历程进行了适宜的分析。
第二,探析了布鲁贝克高等教育哲学思想的基础。以个体形式出现的教育思想,总是处于一定社会文化之中的教育家根据自己的教育实践或对当时教育状况的体认进行的系统思考,提出一系列亟待解决的问题,并试图做出解答。在这一过程中,不可避免地深受前人教育思想与理论的影响。布鲁贝克高等教育哲学思想的基础主要来源于其特定的社会文化基础、教育实践基础与教育理论基础。
第三,阐述了布鲁贝克高等教育哲学的核心思想,具体包括以下七方面的内容:(1)澄清是高等教育哲学的重要作用所在;(2)以高深学问为高等教育哲学研究的逻辑起点;(3)以冲突中的和谐论为高等教育哲学基础观;(4)追求有限度的学术自治与学术自由;(5)追问“高等教育为谁服务”的永恒话题;(6)实现普通教育与专业教育的携手并进。
第四,考察了对布鲁贝克高等教育哲学思想的评价。通过对布鲁贝克高等教育哲学思想的考察与分析,我们认为布鲁贝克高等教育哲学思想具有系统化的内在逻辑、表现对“问题”的高度关注、呈现“内在紧张”的状态、冲突中寻求和谐与统一等特点。布鲁贝克高等教育哲学思想对高等教育学科、高等教育研究和高等教育实践产生了深远的影响。但是,布鲁贝克高等教育哲学思想也有其自身的局限性,具体表现为:囿于美国高等教育实践、缺乏对人的自觉关注与陷入折衷主义的困境。
此外,文章还系统梳理了布鲁贝克的生平大事记、学术著作名录、国内述评布鲁贝克高等教育哲学思想的文章名录和部分英文研究资料及其中文翻译,并附录其后,希望为日后的相关研究提供一些较为详实的研究资料。
Since On the Philosophy of Higher Education has been introduced into China in 1987, Brubacher's philosophy thoughts of higher education in Chine has experienced the process from positive to negative during more than 20 years. How should we correctly understand and evaluate Brubacher's thoughts between question and praise? Therefore, it is necessary for us to rethink Brubacher's philosophy thoughts of higher education deeply.
In specific, this paper includes four parts as follows.
Firstly, the paper has traced the produce, formation and development of Brubacher's philosophy thoughts of higher education. We take a historical perspective to analyze the produce, formation and development of Brubacher's philosophy thoughts of higher education on the basis of understanding of Brubacher's life and educational activities.
Secondly, the paper has explored the foundation of Brubacher's philosophy thoughts of higher education in the aspects of social cultural foundation, educational practical foundation and educational theoretical foundation. As the social cultural foundation is concerned, we must consider the multi-culture with compatibility, life philosophy of individualism and dynamic thinking method. As the educational theoretical foundation is concerned, we must consider the philosophy of Higher education in Yale Report of 1828, Dewey's educational philosophy of Pragmatism, Newman and Hutchins's educational philosophy of Rationalism, Kerr's educational philosophy of Instrumentalism and Jaspers's philosophy of Existentialism, Brubacher's philosophy of education and so on.
Thirdly, the paper has explained the core thoughts of Brubacher's philosophy of higher education. The core thoughts of Brubacher's philosophy of higher education have included seven specific contents as follows: (1) clarification is the significant role of philosophy of higher education; (2) higher learning is the logical starting point of philosophy research of higher education; (3 ) harmony theory among conflicts is the philosophy foundation of higher education; (4) academic autonomy and academic free have to be limited; (5) who higher education serves for is the eternal topic in the field of higher education; (6)major education has to realize the common development with general education.
Fourthly, the paper has studied the comments of Brubacher's philosophy thoughts of higher education. By studying and analyzing Brubacher's philosophy thoughts of higher education, we find that it has systematical, problems-concerned, inherent tensional and harmonious characters. Brubacher's philosophy thoughts of higher education have influenced the discipline, research and practice of Higher Education. However, Brubacher's philosophy thoughts of higher education have lacked for conscious attention toward life, fall into trouble of eclecticism, and been limited in American higher education.
In addition, the article also has carded the chronicle of Brubacher's life events, the compiles of Brubacher's academic work, the article compiles of researching Brubacher's philosophy thoughts of higher education in China, the English revision and Chinese revision of English researching data, and appendix subsequently. We hope that these appendixes would provide more detailed researching data for future researching activities.
具体而言,本研究包括以下几方面内容:
第一,追溯了布鲁贝克高等教育哲学思想产生、形成与发展的历程。我们采用一种历史的、纵向的视角,对布鲁贝克的生平与教育活动历程进行基本的梳理,并在此基础上对其高等教育哲学思想产生、形成与发展的历程进行了适宜的分析。
第二,探析了布鲁贝克高等教育哲学思想的基础。以个体形式出现的教育思想,总是处于一定社会文化之中的教育家根据自己的教育实践或对当时教育状况的体认进行的系统思考,提出一系列亟待解决的问题,并试图做出解答。在这一过程中,不可避免地深受前人教育思想与理论的影响。布鲁贝克高等教育哲学思想的基础主要来源于其特定的社会文化基础、教育实践基础与教育理论基础。
第三,阐述了布鲁贝克高等教育哲学的核心思想,具体包括以下七方面的内容:(1)澄清是高等教育哲学的重要作用所在;(2)以高深学问为高等教育哲学研究的逻辑起点;(3)以冲突中的和谐论为高等教育哲学基础观;(4)追求有限度的学术自治与学术自由;(5)追问“高等教育为谁服务”的永恒话题;(6)实现普通教育与专业教育的携手并进。
第四,考察了对布鲁贝克高等教育哲学思想的评价。通过对布鲁贝克高等教育哲学思想的考察与分析,我们认为布鲁贝克高等教育哲学思想具有系统化的内在逻辑、表现对“问题”的高度关注、呈现“内在紧张”的状态、冲突中寻求和谐与统一等特点。布鲁贝克高等教育哲学思想对高等教育学科、高等教育研究和高等教育实践产生了深远的影响。但是,布鲁贝克高等教育哲学思想也有其自身的局限性,具体表现为:囿于美国高等教育实践、缺乏对人的自觉关注与陷入折衷主义的困境。
此外,文章还系统梳理了布鲁贝克的生平大事记、学术著作名录、国内述评布鲁贝克高等教育哲学思想的文章名录和部分英文研究资料及其中文翻译,并附录其后,希望为日后的相关研究提供一些较为详实的研究资料。
Since On the Philosophy of Higher Education has been introduced into China in 1987, Brubacher's philosophy thoughts of higher education in Chine has experienced the process from positive to negative during more than 20 years. How should we correctly understand and evaluate Brubacher's thoughts between question and praise? Therefore, it is necessary for us to rethink Brubacher's philosophy thoughts of higher education deeply.
In specific, this paper includes four parts as follows.
Firstly, the paper has traced the produce, formation and development of Brubacher's philosophy thoughts of higher education. We take a historical perspective to analyze the produce, formation and development of Brubacher's philosophy thoughts of higher education on the basis of understanding of Brubacher's life and educational activities.
Secondly, the paper has explored the foundation of Brubacher's philosophy thoughts of higher education in the aspects of social cultural foundation, educational practical foundation and educational theoretical foundation. As the social cultural foundation is concerned, we must consider the multi-culture with compatibility, life philosophy of individualism and dynamic thinking method. As the educational theoretical foundation is concerned, we must consider the philosophy of Higher education in Yale Report of 1828, Dewey's educational philosophy of Pragmatism, Newman and Hutchins's educational philosophy of Rationalism, Kerr's educational philosophy of Instrumentalism and Jaspers's philosophy of Existentialism, Brubacher's philosophy of education and so on.
Thirdly, the paper has explained the core thoughts of Brubacher's philosophy of higher education. The core thoughts of Brubacher's philosophy of higher education have included seven specific contents as follows: (1) clarification is the significant role of philosophy of higher education; (2) higher learning is the logical starting point of philosophy research of higher education; (3 ) harmony theory among conflicts is the philosophy foundation of higher education; (4) academic autonomy and academic free have to be limited; (5) who higher education serves for is the eternal topic in the field of higher education; (6)major education has to realize the common development with general education.
Fourthly, the paper has studied the comments of Brubacher's philosophy thoughts of higher education. By studying and analyzing Brubacher's philosophy thoughts of higher education, we find that it has systematical, problems-concerned, inherent tensional and harmonious characters. Brubacher's philosophy thoughts of higher education have influenced the discipline, research and practice of Higher Education. However, Brubacher's philosophy thoughts of higher education have lacked for conscious attention toward life, fall into trouble of eclecticism, and been limited in American higher education.
In addition, the article also has carded the chronicle of Brubacher's life events, the compiles of Brubacher's academic work, the article compiles of researching Brubacher's philosophy thoughts of higher education in China, the English revision and Chinese revision of English researching data, and appendix subsequently. We hope that these appendixes would provide more detailed researching data for future researching activities.
引文
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[1]笔者注:Progressive Education多被译为“进步主义教育”,但是杜威认为,人们应该多向教育本身而非“主义”,一加“主义”就陷入意识形态的框框。故此处使用鲜有人用的“进步式教育”。
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[3][法]埃德加·莫兰著,陈一壮译.复杂性理论与教育问题[M].北京:北京大学出版社,2004:180-182.
[1]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:12-23.
[1]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:11.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:12-23.
[3][美]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学[M].杭州:浙江教育出版社,2002:译者前言.
[1]Oscar Handlin,Mary F.Handlin.The American College and American Culture[M].McGran—Hill Book Company,1970:136.
[1][美]伯顿·克拉克编著,王承绪,徐辉等译.高等教育新论:多学科的研究[M].杭州:浙江教育出版社,2001:2.
[2][德]雅斯贝尔斯著,邹进译.什么是教育[M].北京:生活·读书·新知三联书店,1991:3.
[3]叶澜等.教育理论与学校实践[M].北京:高等教育出版社,2000:137-141.
[4][法]雅克·勒格夫著,张弘译.中世纪的知识分子[M].北京:商务印书馆,1996:3.
[5]George F.Kneller.Book review On the Philosophy of Higher Education by John S.Brubacher[J].International Review of Education,Vol.24,No.1,(1978):81-82.
[1][13]Paul L.Dressel.Book Review On the Philosophy of Higher Education by John S.Brubacher[J].The Journal of Higher Education,Vol.55,NO.4,(Jul.-Aug.,1984):529-531.
[2][15][73][96]George F.Kneller.Book Review On the Philosophy of Higher Education by John S.Brubacher[J].International Review of Education,Vol.24,No.1,(1978):81-82.
[3][12][16][72][84][90][美]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学[M].杭州:浙江教育出版社,2002:译者前言.
[4]张斌贤,刘慧珍主编.西方高等教育哲学[M].北京:北京师范大学出版社,2007:导言.
[5]卢晓中.布鲁贝克的高等教育哲学观评析[J].现代教育论丛,2000,(2):1-4.
[6][8][9][10][14][25][32][34][40][44][46][55][57][58][59][60][64][66][68][69][71][76][80][81][85][87][88][89]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:8,13,3,The Author,6,3,3,6,6,6,3,11,5,5,15,15,151,24,31,46,101,11,24,5,13,12-23,11,12-23.
[7]赵军.《高等教育哲学》的补白与旁释——兼谈教育哲学体系得建构[J].现代教育科学,2005,(5):23-26.
[11]John S.Brubacher.The Judicial Power of the New York State Commissioner of Education[M].New York:Bureau of Publications,1927:VITA.
[17]张楚庭.高等教育哲学[M].长沙:湖南教育出版社,2004:435.
[18]林德宏.科学认识思想史[M].南京:江苏教育出版社,1995:9.
[19][德]黑格尔.哲学史讲演录(1卷)[M].北京:商务印书馆,1981:57.
[20]Larry L.Naylor.American Culture—Myth and Reality of a Culture of Diversity [M].London:Bergin & Garvey,Westport,Connecticut,1998:24.
[21]Norbert Finzsch,Dietmar Schirmer.Identity and Intolerance:Nationalism,Racism,and Xenophobia in Germany and the United States[M].Cambridge University Press,1970:12.
[22][49][美]劳伦斯·A·克雷明著,朱旭东等译.美国教育史3:城市化时期的历程1876-1980[M].北京:北京师范大学出版社,2002:3,前言.
[23][美]罗伯特·N·贝拉等著,翟宏彪等译.心灵的习性——美国人生活中的个人主义和公共责任[M].北京:生活·读书·新知三联书店,1991:36.
[24][法]亚历克西·德·托克维尔.美国的历程(上册)[M].北京:商务印书馆,1988:322-323.
[26]张家祥等.教育哲学研究[M].上海:复旦大学出版社,1990-2.
[27][39][48][51][75]John S.Brubacher.Modem Philosophy of Education(fourth edition)[M].New Delhi:Tata Mcgraw-hill Publishing Company Ltd,1969:Preface,376,Preface,Preface,329.
[28]贺国庆.德国和美国大学发达史[M].北京:人民教育出版社,1998:81-189.
[29]李锐,潘后杰.美国高等教育思想的源与流[J].四川师范大学学报,1991,(1):14-21,13.
[30]P·G·Altbach,R·O·Berdahl,edited.Higher Education in American Society.Promtheus Books,1987:300.
[31]George Roche.The Fall of the Ivory Tower[M].Regnery Publishing,Inc.,1994:ⅸ.
[33]John S.Brubacher and Wills Rudy.Higher Education in Transition:An American History:1636-1956[M].New York and Evanston:Harper & Row,1958:101.
[35]Jack C.Lace.The Yale Report of 1828 and Liberal Education:A Neorepublican Manifesto[J].History of Education Quarterly,Vol.1,No.3,1987:335.
[36]华东师大教育系外国教育史教研室.外国教育史教学参考资料[Z].1983:500.
[37]H.S.Commager.The American Mind:An Interpretation of American Thought and Character since 1880[M].Yale University Press,1950:1.
[38]李春玲.相互倚赖与相互联系的统一的观点——杜威教育哲学方法论的核心[J].华东师范大学学报(教育科学版),2001,20(2):10-21,35.
[41][美]克拉克·克尔著,陈学飞等译.大学的功用[M].南昌:江西教育出版社,1993:1.
[42]扈中平,刘朝辉.挑战与应答:20世纪的教育目的观[M].济南:山东教育出版社,1995:45.
[43]R.M.Hutchins.Higher Education in American[M].Yale University Press,1936:70.
[45]Arthur Levine.Higher Learning in American:1980-2000[M].The John Hopkins University Press,1994:xii.
[47]陆有铨.现代西方教育哲学[M].郑州:河南教育出版社,1993:385-386.
[50][52][77]http://www.answers.com/topic/john-seiler-brubacher.
[53]瞿葆奎,喻立森.教育学逻辑起点的历史考察[J].教育研究,1986,(11):11-15.
[54]胡建华等著.高等教育学新论[M].南京:江苏教育出版社,1995:1.
[56][美]约翰·S·布鲁贝克著,吴元训译.教育问题史[M].合肥:安徽教育出版社,1991:429.
[61]杨红霞.高等教育哲学基础的拓展——以美国高等教育发展为例[J].清华大学教育研究,2006,27(1):96-100.
[62][63]李兵,张艳辉.布鲁贝克的高等教育哲学观——在冲突中趋向平衡[J].大连教育学院学报,2002,18(2):29-32.
[65]樊安群.美国高等教育哲学散论[J].海南师范学院学报,1994,7(3):14-18.
[67]陈慧青.学术:学者的理想与追求——感悟布鲁贝克学术话语的建构[J].江苏高教,2008,(5):4-6.
[70]滕大春.今日美国教育[M].北京:人民教育出版社,1980:26.
[74]Li Yifang.The Basic Point of Higher Education:Higher Learning:Reflections On the Philosophy of Higher Education[J].Journal of Higher Education Policy and Management,2004,(26):118-124.
[78]侯惠勤.试论马克思主义理论的“内在紧张”[J].中国社会科学,2007,(3):25-29.
[79]李仙飞.高等教育哲学“内在紧张”评析——基于“高等教育哲学以和为本”的思考[J].社会科学评论,2007,(4):124-128.
[82]王建华.高深学问:高等教育学学科合法性的基础[J].江苏高教,2004,(6):17-20.
[83]薛天祥.高等教育学[M].桂林:广西师范大学出版社,2001:16-17.
[86][法]埃德加·莫兰著,陈一壮译.复杂性理论与教育问题[M].北京:北京大学出版社,2004:180-182.
[91]Oscar Handlin,Mary F.Handlin.The American College and American Culture[M].McGran—Hill Book Company,1970:136.
[92][美]伯顿·克拉克编著,正承绪,徐辉等译.高等教育新论:多学科的研究[M].杭州:浙江教育出版社,2001:2.
[93][德]雅斯贝尔斯著,邹进译.什么是教育[M].北京:生活·读书·新知三联书店,1991:3.
[94]叶澜等.教育理论与学校实践[M].北京:高等教育出版社,2000:137-141.
[95][法]雅克·勒格夫著,张弘译.中世纪的知识分子[M].北京:商务印书馆,1996:3.
[2]George F.Kneller.Book Review On the Philosophy of Higher Education by John S.Brubacher[J].International Review of Education,Vol.24,No.1,(1978):81-82.
[3][美]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学[M].杭州:浙江教育出版社,2002:译者前言.
[1]张斌贤,刘慧珍主编.西方高等教育哲学[M].北京:北京师范大学出版社,2007:导言.
[1]卢晓中.布鲁贝克的高等教育哲学观评析[J].现代教育论丛,2000,(2):1-4.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:8.
[3]赵军.《高等教育哲学》的补白与旁释——兼谈教育哲学体系得建构[J].现代教育科学,2005,(5):23-26.
[4]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:13.
[1]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:3.
[1]笔者注:Progressive Education多被译为“进步主义教育”,但是杜威认为,人们应该多向教育本身而非“主义”,一加“主义”就陷入意识形态的框框。故此处使用鲜有人用的“进步式教育”。
[2]John S.Brubacher.On the Philosophy of Highnr Education[M].London:Jossey-Bass Limited,1982:The Author.
[3]John S.Brubacher.The Judicial Power of the New York State Commissioner of Education[M].New York:Bureau of Publications,1927:VITA.
[1][美]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学[M].杭州:浙江教育出版社,2002:译者前言.
[2]Paul L.Dressel.Book Review On the Philosophy of Higher Education by John S.Brubacher[J].The Journal of Higher Education,Vol.55,NO.4,(Jul.-Aug.,1984):529-531.
[1]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:6.
[2]George F.Kneller.Book Review on the philosophy of higher education by John S.Brubacher[J].International Review of Education,Vol.24,No.1,(1978),pp.81-82.
[3][美]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学[M].杭州:浙江教育出版社,2002:译者前言.
[1]张楚庭.高等教育哲学[M].长沙:湖南教育出版社,2004:435.
[1]林德宏.科学认识思想史[M].南京:江苏教育出版社,1995:9.
[2][德]黑格尔.哲学史讲演录(1卷)[M].北京:商务印书馆,1981:57.
[3]Larry L.Naylor.American Culture—Myth and Reality of a Culture of Diversity[M].London:Bergin & Garvey,Westport,Connecticut,1998:24.
[1]Norbert Finzsch,Dietmar Schirmer.Identity and Intolerance—Nationalism,Racism,and Xenophobia in Germany and the United States[M].Cambridge University Press,1970:12.
[2][美]劳伦斯·A·克雷明著,朱旭东等译.美国教育史3:城市化时期的历程1876-1980[M].北京:北京师范大学出版社,2002:3.
[1][美]罗伯特·N·贝拉等著,翟宏彪等译.心灵的习性——美国人生活中的个人主义和公共责任[M].北京:生活·读书·新知三联书店,1991:36.
[2][法]亚历克西·德·托克维尔.美国的历程(上册)[M].北京:商务印书馆,1988:322-323.
[3]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:3.
[4]转引自:张家祥等.教育哲学研究[M].上海:复旦大学出版社,1990:2.
[1]John S.Brubacher.Modern Philosophy of Education(fourth edition)[M].New Delhi:Tata Mcgraw-hill Publishing Company Ltd,1969:Preface.
[2]贺国庆.德国和美国大学发达史[M].北京:人民教育出版社,1998:81-189.
[3]李锐,潘后杰.美国高等教育思想的源与流[J].四川师范大学学报,1991:14-21,13.
[4]P·G·Altbach,R·O·Berdahl,edited.Higher Education in American Society.Promtheus Books,1987:300.
[1]George Roche.The Fall of the Ivory Tower[M].Regnery Publishing,Inc.,1994:ⅸ.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:3.
[1]John S.Brubacher and Wills Rudy.Higher Education in Transition:An American History:1636-1956[M].New York and Evanston:Harper & Row,1958:101.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:6.
[3]Jack C.Lace.The Yale Report of 1828 and Liberal Education:A Neorepublican Manifesto[J].History of Education Quarterly,Vol.1,No.3,1987:335.
[1]转引自:华东师大教育系外国教育史教研室.外国教育史教学参考资料[Z].1983:500.
[2]H.S.Commager.The American Mind:An Interpretation of American Thought and Character since 1880[M].Yale University Press,1950:1.
[3]李春玲.相互倚赖与相互联系的统一的观点——杜威教育哲学方法论的核心[J].华东师范大学学报(教育科学版),2001,(2):10-21,35.
[4]John S.Brubacher.Modern Philosophy of Education(fourth edition)[M].New Delhi:Tata Mcgraw-hill Publishing Company Ltd,1969:376.
[1]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:6.
[2][美]克拉克·克尔著,陈学飞等译.大学的功用[M].南昌:江西教育出版社,1993:1.
[3]扈中平,刘朝辉.挑战与应答:20世纪的教育目的观[M].济南:山东教育出版社,1995:45.
[1]R.M.Hutchins.Higher Education in American[M].Yale University Press,1936:70.
[2]从一般哲学观点看,雅斯贝尔斯是一位存在主义哲学家,但是他自称没有把存在主义哲学用于高等教育哲学。参见John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:6.
[3]Arthur Levine.Higher Learning in American:1980-2000[M].The John Hopkins University Press,1994:ⅹⅱ.
[4]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:3.
[5]陆有铨.现代西方教育哲学[M].郑州:河南教育出版社,1993:385-386.
[1]John S.Brubacher.Modern Philosophy of Education(fourth edition)[M].New Delhi:Tata Mcgraw-hill Publishing Company Ltd,1969:Preface.
[2][美]劳伦斯·A·克雷明著,朱旭东等译.美国教育史3:城市化时期的历程1876-1980[M].北京:北京师范大学出版社,2002:前言.
[1]http://www.answers.com/topic/john-seiler-brubacher.
[2]John S.Brubacher.Modern Philosophy of Education(fourth edition)[M].New Delhi:Tata Mcgraw-hill Publishing Company Ltd,1969:Preface.
[1]http://www.answers.com/topic/john-seiler-brubacher.
[2]瞿葆奎,喻立森.教育学逻辑起点的历史考察[J].教育研究,1986,(11):11-15.
[3]胡建华等著.高等教育学新论[M].南京:江苏教育出版社,1995:1.
[4]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:11.
[1][美]约翰·S·布鲁贝克著,吴元训译.教育问题史[M].合肥:安徽教育出版社,1991:429.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:5.
[3]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:5.
[4]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:15.
[5]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:15.
[6]杨红霞.高等教育哲学基础的拓展——以美国高等教育发展为例[J].清华大学教育研究,2006,(1):96-100.
[1]李兵,张艳辉.布鲁贝克的高等教育哲学观——在冲突中趋向平衡[J].大连教育学院学报,2002,(2):29-32.
[2]李兵,张艳辉.布鲁贝克的高等教育哲学观——在冲突中趋向平衡[J].大连教育学院学报,2002,(2):29-32.
[3]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:151.
[4]樊安群.美国高等教育哲学散论[J].海南师范学院学报,1994,(3):14-18.
[5]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:24.
[1]陈慧青.学术:学者的理想与追求——感悟布鲁贝克学术话语的建构[J].江苏高教,2008,(5):4-6.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:31.
[3]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:46.
[1]转引自:滕大春.今日美国教育[M].北京:人民教育出版社,1980:26.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:101.
[1][美]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学[M].杭州:浙江教育出版社,2002:译者前言.
[2]George F.Kneller.Book Review On the Philosophy of Higher Education by John S.Brubacher[J].International Review of Education,Vol.24,No.1,(1978):81-82.
[3]Li Yifang.The Basic Point of Higher Education:Higher Learning:Reflections On the Philosophy of Higher Education[J].Journal of Higher Education Policy and Management,2004,(26):118-124.
[1]John S.Brubachcr.Modern Philosophy of Education(fourth edition)[M].New Delhi:Tata Mcgraw-hill Publishing Company Ltd,1969:329.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:11.
[3]http://www.answers.com/topic/john-seiler-brubacher.
[4]侯惠勤.试论马克思主义理论的“内在紧张”[J].中国社会科学,2007,(3):25-29.
[1]李仙飞.高等教育哲学“内在紧张”评析——基于“高等教育哲学以和为本”的思考[J].社会科学评论,2007,(4):124-128.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:24.
[1]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited.1982:5.
[2]王建华.高深学问:高等教育学学科合法性的基础[J].江苏高教,2004,(6):17-20.
[3]薛天祥.高等教育学[M].桂林:广西师范大学出版社,2001:16-17.
[1][美]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学[M].杭州:浙江教育出版社,2002:译者前言.
[2]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:13.
[3][法]埃德加·莫兰著,陈一壮译.复杂性理论与教育问题[M].北京:北京大学出版社,2004:180-182.
[1]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:12-23.
[1]John S.Brubacher.On the Philosophy of Higher Education[M].London:Jossey-Bass Limited,1982:11.
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