The "American Way" and "Wisconsin Experience" in History of Education Research Paradigm:A Conversation between

Zhu He; Gao Ling; William Reese

doi:10.16382/j.cnki.1000-5560.2019.04.015

Volume 37 Issue 4

Jul. 2019

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Zhu He, Gao Ling, William Reese. The 'American Way' and 'Wisconsin Experience' in History of Education Research Paradigm:A Conversation between[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(4): 164-167. doi: 10.16382/j.cnki.1000-5560.2019.04.015

Citation:

Zhu He, Gao Ling, William Reese. The "American Way" and "Wisconsin Experience" in History of Education Research Paradigm:A Conversation between[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(4): 164-167. doi: 10.16382/j.cnki.1000-5560.2019.04.015

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The "American Way" and "Wisconsin Experience" in History of Education Research Paradigm:A Conversation between

doi: 10.16382/j.cnki.1000-5560.2019.04.015

1.
Faculty of Education, East China Normal University, Shanghai 200062, China
2.
School of Education, Tianjin University, Tianjin 300354, China
3.
Educational Policy Studies, University ofWisconsin-Madison, Madison 53706, USA

Publish Date: 2019-04-01

Abstract

Abstract

This conversation with Professor William Reese on the one hand combed the development of research paradigm of American history of education, and its significant change in the 1960s in explaining the social role of schools; on the other hand, the conversation revealed the Wisconsin experience in promoting the innovation of research paradigm in history of education, that is, education and history had a close cooperation in curriculum, research and degree. The current research paradigm in history of American education is to use the generalized view of humanities and social sciences to solve educational problems; it is never limited to any particular research paradigm or the identity of any subject. This provides reference for the development of history of education in China.
- William Reese,
- history of American education,
- research paradigm,
- identity

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References(10)

References

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