摘要
运用布尔迪厄的概念工具时,不应遗忘概念工具内部与背后所蕴涵的方法论思想。布尔迪厄的关系性思维,是与"社会物理学"、"社会现象学"的双向"决裂",是对社会人类学"参与性观察者"角色的颠覆。布尔迪厄社会学方法论带给教育研究者的,决不仅仅是可以直接套用的程序,而是具有根本性意义的视界和眼光。经由一种新的视界和眼光,教育、教育研究、教育理论与实践的关系等诸多根本性问题,都可能获得新的阐释,并因而展现出新的形象与势态。
When using Pierre Bourdieu＇ s concepts, we shouldn＇ t forget the methodological connotations in and behind them. Bourdieu＇ s way of relative thinking is a dual-directional break from social physics and social phenomenology, and it＇ s also an upset of researchers＇ being participant observers in social anthropolo- gy. To educational investigators, Bourdieu＇ s methodology means not a set of procedures that can be used directly, but a profound visual angle and insight, which can bring new explanations and thus a new look in education, education research and the relationship between educational theory and practice.
出处
《青岛大学师范学院学报》
2009年第3期20-23,共4页
Journal of Teachers College Qingdao University
