“旁观者”知识学与“参与者”知识学

The Spectator Theory of Knowledge and the Participant Theory of Knowledge

我国教育社会学的复苏之时,正是新教育社会学的研究成果繁荣昌盛之期。以反思教育知识的社会构成为核心的新教育社会学,深受知识社会学学问理路与问学气质的影响。在面对当前社会转型与教育知识变革的背景下,走出"知识与控制"的解释框架,从更具实践性的"知识与行动"这一分析框架入手提出问题,并寻求重新理解与解释教育现实的可能。

The revival of China＇s educational sociology ushers in a new phase of educational sociology featuring a host of significant research findings. The new educational sociology, with reflections on the social construc-tion of education as its central task, is deeply influenced by the theorizing approaches and mentality cultivatedby the sociology of knowledge. This paper attempts to point out that facing the background of social transforma-tion and educational reform, we should walk out of the explanatory framework of “knowledge and control” and raise questions within a more practical analytical framework of “knowledge and action”, and seek the possibil- ity of a re-understanding and re-interpretation of educational reality.