我国教育社会学理论创新的认识论困境及突破

On the Dilemma and the Solution in Epistemology for Sociology of Education's Theoretical Innovation in China

目前,我国的教育社会学研究普遍缺乏理论创新,其造成我国教育社会学研究缺乏理论创新的原因是多方面的。基于对学科性质误识而产生的教育社会学教学与研究的认识论困境,是导致教育社会学缺乏理论创新最为重要的根本性原因之一。在学科性质上将教育社会学归属于规范教育学学科和社会学的纯应用型学科是制约教育社会学理论创新的一个认识论瓶颈。突破教育社会学理论创新的认识论困境要求学界对教育社会学的学科性质予以正确定位,不仅要将教育社会学视为社会学的分支学科,而且将其视为社会学的一个特殊理论学科。

The researches of sociology of education in China lack theoretical innovation for various reasons. But the basic reason may be epistemological dilemma on sociology of education＇s teaching and research, which is based on the wrong understanding of the discipline character. Seeing sociology of education as a branch of normative pedagogy or a purely applied science of sociology is an epistemological barrier which blocks the theoretical innovation of sociology of education in China. The way to theoretical innovation in the researches of sociology of education is to see sociology of education not only as a branch of sociology, but also an a special theoretical branch of sociology.