Abstract:
Under the influence of eastward spread of Western culture, the discipline of Chinese educational history emerged as the times required. In the course of development in more than a century, the discipline went through five characteristic stages, that is, stages respectively of initiation, upsurge, frustration, lingering and revival, and at last realized its “phoenix nirvana”. In the hard and winding process of exploration, generation after generation of researchers of Chinese educational history left us precious theoretical highlights in different aspects of the subject, such as discipline nature, research object, discipline function, research methodology, discipline system, historical divisions and whatever. In the days to come, every responsible researcher of Chinese educational history should vigorously strengthen practical concern with the studies, promote “metaresearch” in every way, substantially actualize interdisciplinary studies, carry on Chinese historiography traditions and enhance domestic and abroad exchange in order to make Chinese educational history research enjoy its own academic dignity in educational science and even in humanistic studies and realize its social value to the greatest degree.
