哥伦比亚大学师范学院中国博士生“教育基础理论”领域论文的历史意义分析

The Historic Meaning of the Doctoral Dissertations of Chinese Students in the Field of Fundamental Educational Theory at Teachers College of Columbia University

２０世纪上半叶大约有５０名中国学生在美国哥伦比亚大学师范学院取得博士学位。探讨１９３０—１９５０年由该校中国学生所完成的教育基础理论领域之七篇论文，其中在教育心理学领域，中国学生所撰论文数量比起１９２０年代大幅减少，且处于渐由桑代克行为主义心理学，转变为皮亚杰道德认知发展研究典范的过渡阶段；在教育哲学方面，该校中国学生直至１９５０年左右才有人开始以美国教育哲学为论文主题，时间极为晚近，且深受以克伯屈（W. Kilpatrick）为首的社会重建学派的进步主义教育哲学之影响；至于比较教育论文出现于１９３０年代早期，是该校中国学生论文由１９２０年代乐观启蒙一转而为激进救亡的分水岭。整体而言，中国学生的指导教授都是该校甚或全美教育学各研究领域的重要学者，而此一时期影响中国学生最深刻的应属同时在比较教育以及教育哲学两领域指导中国学生的社会重建派教育思想。

In the first half of the 20th century， about 50 Chinese students obtained their doctoral degrees at Teachers College of Columbia University in the United States. This article discussed the characteristics of seven dissertations in the field of fundamental educational theory completed by these Chinese graduates of Teachers College. In the area of educational psychology， it was a period when the topic of focus transitioned from Thorndike’s behaviorist approach to Piaget’s moral cognitive development. In terms of educational philosophy， it was not until around 1950 when the first dissertation on the topic of American education philosophy appeared， which was deeply impacted by the social reconstruction approach led by Kilpatrick. As for studies on comparative education in early 1930’s， it was the breaking point when the naive ideology of “direct implant” was replaced by “cautious adaptation” to remediate national education in China. Overall， the advisers for Chinese students were well-known scholars in the university or even all over the United States， and the social reconstructionists who advised Chinese students in the areas of comparative education and education philosophy had the most impact on Chinese students during the period.