摘要
为开启民智、保护国家安全、融入国际社会,不丹于20世纪60年代开始了其"后发内生"的教育现代化实践。在基础教育领域,不丹推行"三化"、"三中心"战略,借以促进国家认同、提高学生能力;高等教育方面,不丹建立了一批学科特色鲜明、倡导实用主义、符合本国国情的高等学校,培养了诸多本土精英人才。通过对不丹教育现代化进程的回溯,认为其具有"拿来主义"与独立自主相结合、拥抱现代文明与保护传统文化相结合、工具理性与价值理性相结合等特点。其教育现代化先于国家整体现代化的实践路径,具有鲜明的本国特色。
In order to motivate the people＇s wisdom, protect the national security, and integrate into the international community, in 1960s, Bhutan began its ＂indigenous endogenous＂ education modernization practices. In the field of basic education, Bhutan has implemented three ＂-isations＂ and three ＂-nesses＂ strategies to promote national identity and improve students＇ capacity. In terms of higher education development, Bhutan has established a number of higher education institutions with distinctive disciplines, in line with Bhutanese national circumstances, which dramatically cultivate lots of local elite talents. Through the retrospective of the modernization process of Bhutan＇s education, it is highlighted in this paper, that Bhutanese education development has the characteristics of combining the independence and international collaborations, embracing modern civilization as well as protecting traditional culture, combining instrumental rationality with value rationality. The modernization of education precedes the practice of modernization of the whole state, which is a main characteristic.
出处
《比较教育研究》
CSSCI
北大核心
2018年第1期13-23,共11页
International and Comparative Education
关键词
不丹
教育现代化
发展策略
本国特色
Bhutan
education modernization
development strategy
national characteristics
