“批判地继承”的历史逻辑以20世纪60年代初北师大编写《中国古代教育史》为例

The Historical Logic of Critically Inheriting ： Case Study of Writing of Chinese Educational History in the Ancient Times by Beijing Normal University in 1960s

“批判地继承”是新中国处理文化、教育和历史问题的指导原则。20世纪60年代初北京师范大学《中国古代教育史》的编写就是在此原则指导下进行的。教材设计中的研究者立场、对中国教育的基本评价、研究目的等方面都体现出“批判地继承”的思想困扰，教材文本以教育思想与教育制度为基本内容，通过“唯物（先进）与唯心(落后）”的阶级分析话语和“政治思想一哲学思想一教育思想”的叙述模式来具体落实“批判地继承”的原则。对此原则的把握、二元对立的思维、研究者心态等是导致该教材以批判取代继承的原因。

Critically inheriting is the guiding principle of the new China dealing with culture， education and history. The Chinese Educational History in the Ancient Times by Beijing Normal University in 1960s was written under the guidance of this principle. The position， China's education assessment and research purposes are the main performance of the ideological problems of critically inheriting in the design. In the text， the principle is to implement by the educational thoughts and the educational system as a basic content， the class of discourse analysis about “materialism (advanced) and idealism (backward)” and the basic mode of “political thought-philosophy-education thought”. Mastery of critically inherit， the two opposite thinking， the researchers state of mind are the main reason for criticism instead of inheritance in the text.