亨利·吉鲁作为极富盛名的批判教育思想家，针对美国当前教育危机与社会乱象进行了与时俱进的批判，集中体现在他的最新著作《种族、政治和流行病教育学：危机时期的教育》、《教育学的抵制：反对人为的无知》和《起义：反革命政治时期的教育》之中，但尚未引起我国学术界的关注。因此，对其思想新发展进行研究与分析，不仅有利于掌握批判教育思想发展的新动向，深化对美国教育现状与改革实践的认识，还有助于丰富国内有关吉鲁教育思想的研究，引发我国教育理论的新的学术探讨。本研究遵从人文主义方法论，采用解释主义的研究范式，以文献分析法为研究方法，核心问题是在当前的政治经济形势下，吉鲁批判教育思想的新发展具有什么样的表现，呈现出什么样的特征，又为教育反思与变革提供了什么样的新思路与新视角？

研究发现，吉鲁批判教育思想的新发展主要体现在学术论域、批判策略和解决对策三个方面。第一，开辟了新的学术论域。关注了特朗普主义和新自由主义的法西斯主义对教育的影响，探讨了流行病教育学和种族隔离教育学对社会的危害，采用了新的分析维度即从运作机制的角度来揭露新自由主义的本质。第二，使用了新的批判策略。其一是批判对象的具象化，将美国社会在教育特别是公共教育领域的乱象用形象的词汇加以概述，言论目标变得一目了然；其二是批判内容的本质化，运用大量的篇幅阐述反动的教育形态所导致的本质性的社会危害，包括造成了“人为”的无知、破坏言论自由与学术自由、利用文化机器进行思想煽动；其三是批判方式的建构化，在对批判对象进行本质剖析与危害揭露之后，尝试提出了应对当前教育危机与社会问题的解决对策，体现了批判方式的转变，具有了一定的建构倾向。第三，提出了新的解决对策，这也体现了吉鲁思想的时代价值。包括重新审视教育与政治之间的关系，培养具有自觉性与自主性的公民，重视历史与历史教学的作用，培育能够维持民主的形成性文化，以及开展群体性的政治和教育运动。总体来看，吉鲁批判教育思想的新发展呈现出“以民主为追求、以批判为方式”和“注重团结与社会责任感”这两大鲜明特点。此外，也具有政治色彩过于浓厚，尚未形成逻辑严密的批判教育思想或理论、关于新自由主义对公立教育的影响持完全否定的偏激态度、解决对策具有一定的理想性与空想性等局限性。

Henry A. Giroux, as a highly renowned critical educational thinker, has made an up-to-date critique of the current education crisis and chaos in the United States, which is reflected in his latest works: Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis, Pedagogy of Resistance: Against Manufactured Ignorance and Insurrections: Education in An Age of Counter-revolutionary Politics, but they have not yet attracted the attention of the academic community in China. Therefore, to study and analyze the new development of his thoughts is not only helpful to master the new trend of the development of the critical educational thoughts, to deepen the understanding of the current situation and reform practice of American education, but also to enrich the domestic research on Giroux’s educational thoughts and trigger the new academic discussion of Chinese educational theory. This study follows the humanistic methodology, adopts the research paradigm of interpretivism, and takes the literature analysis method as the specific research method. The core question is what are the manifestations and characteristics of the new development of Giroux’s critical educational thoughts in the current political and economic situation, and what new ideas and perspectives have been provided for educational reflection and reform?

Research has found that the new development of Giroux’s critical educational thoughts is mainly reflected in three aspects: academic discourse, critical strategies, and solutions. Firstly, new academic fields have been opened up. Concerned about the impact of Trumpism and neoliberal fascism on education, explored the harm of pandemic pedagogy and apartheid pedagogy to society, and adopted a new analytical dimension, that is, from the perspective of operating mechanism, to reveal the essence of neoliberalism. Secondly, new critical strategies have been used. One is the concretization of the object of criticism, summarizing the chaos in American society, especially in the field of public education, in vivid terms, making the speech objectives clear at a glance; The second is to criticize the essentialization of content, using a large amount of space to elaborate on the fundamental social harm caused by reactionary educational forms, including causing manufactured ignorance, disrupting freedom of speech and academic freedom, and using cultural machines to incite ideas; The third is the construction of critical methods. After analyzing the essence of the critical object and exposing its harm, attempts have been made to propose solutions to the current education crisis and social problems, reflecting the transformation of critical methods and showing a certain tendency towards construction. Thirdly, new solutions have been proposed, which also reflects the contemporary value of Giroux’s ideas. This includes re-examining the relationship between education and politics, cultivating conscious and autonomous citizens, valuing the role of history and history teaching, cultivating a formative culture that can maintain democracy, and conducting mass political and educational movements. Overall, the new development of Giroux’s critical educational thoughts present two characteristics: “the pursuit of democracy and the way of criticism” and “emphasizing unity and social responsibility”. In addition, it also has certain limitations. Firstly, the political color is too strong; Secondly, a logically rigorous critical educational ideology or theory has not yet been formed; Thirdly, there is a completely negative attitude towards the impact of neoliberalism on public education, which is somewhat absolute and extreme; Fourthly, some solutions have a certain degree of ideal and utopian.