知识冲突与教育发展规划的制定

Knowledge Collision and Education Development Program Making

教育发展规划制定的过程就是一个知识冲突不断地产生与消解的过程。在教育发展规划制定过程中存在着三类非常重要的主体,即规划决策者、规划研究者与规划评价者。这三类主体在教育发展规划制定过程中所承担的角色与职责是不同的。其中,起主导与支配作用的主要是规划决策者与规划研究者。在教育发展规划制定过程中存在的知识冲突主要是由于规划决策者与研究者对于理论知识与实践知识、规范知识与实证知识、战略知识与策略知识、显性知识与隐性知识的选择、表达与应用的不同而产生的。根据对理论知识与实践知识、规范知识与实证知识、战略知识与策略知识、显性知识与隐性知识的选择、表达与应用的不同,可以把知识冲突分为选择性冲突、表达性冲突与应用性冲突三种形式。知识冲突在教育发展规划制定过程中的存在不仅是必然的,而且也是必需的。它的存在不仅有利于赋予教育发展规划以更多的合理性与进一步重构教育发展规划的合法性,而且也有利于保障与提高教育发展规划的有效性。

The making of education development program is a process over which knowledge collision happens and disappears. The process involves three important participators： decision-makers, the researchers, and the estimators. Each has its unique role and function, but the first two play the leading role. Knowledge collisions chiefly occur between the decision -makers and the researchers owing to their different choices, expressions, and applications of different types of knowledge, such as academic knowledge and practical knowledge, normative knowledge and practical knowledge, strategic knowledge and tactical knowledge, and explicit knowledge and implicit knowledge. Accordingly, knowledge collision can be classified as selective collision, expression collision, and application collision. It is inevitable, necessary, and even useful for endowing education development program with more rationality, legitimacy, and validity.