事实学科论:教育社会学的“一个或所有”问题——围绕“价值中立”观念的一个元分析

The Value-Free Sociology of Education:A “One or All” Issue of SOE

"价值中立"作为韦伯个人纠结式的概念自出炉迄今,虽历经无穷争论和"为我所用",却也在很大程度上成为社会学的一个"公理",并成为教育社会学的"一个或所有"式问题及其"事实学科论"的安身立命之本。对"事实学科论"及其"价值中立"方法论的元理论反思和话语分析表明,"事实学科"作为"事实学科论"的研究"结果"和"文本"更多的是一种"话语建构"而非"给定实在",并在教育社会学学者个人理论体系之中及群体文本之间呈现斑斑"修辞"印痕和逻辑"短路"。同理的反思亦可用于教育社会学"规范学科论"及"事实与规范兼有学科论"。如此分析和研究,旨在尝试走向"反思教育社会学"或曰"后教育社会学"。

＂Value neutrality＂ as Max Weber＇s own agonizing concept has been argued and ＂used＂ by others since its birth. It has become an ＂axiom＂ of sociology to a great extent and also a ＂one or all＂ issue of sociology of education, by which ＂the value-free sociology of education＂ makes a living. It is found, by a meta-analysis as well as discourse analysis, that the so called ＂fact discipline＂ as the ＂result＂ ~ ＂text＂ of ＂the value-free sociology of educa- tion＂ is the ＂construction of discourse＂ rather than ＂given reality＂, which is also in the pres- ence of some rhetoric scars ~ logic shorts as for both the theory system of a sociologist of education and also the works among them. The same kind of reflection could also be used for and fit the other arguments about the disciplinary nature of sociology of education. It aims to move toward ＂a reflexive sociology of education＂ or, in another term, ＂a meta-sociology of education＂.