从研究问题看教育社会学的话语实践与解说体系

Understanding Discourses and Interpretation Systems of Sociology of Education:From the Perspective of Studied Subjects

从以往的学科属性之争看,教育社会学不论是社会学的还是教育学的下位学科,其交叉性的学科特征不容置疑,建构独立的话语实践与解说体系也是势在必行。正因如此,在检讨以往的研究问题上,即话语实践与解说体系上呈现出混乱。这种混乱导致了学科界限不清,从此更是陷入了无休止的归属争论之中。本文根据教育社会学交叉性这一特征,专就研究问题入手,依古典、现代和当代分成三组问题丛,从交织不清的问题脉络中尝试厘清教育社会学的话语实践与解说体系。期待对教育与社会之关系的研究,既能为社会学又能为教育学提供知识基础和实践依据。

From the previous debates regarding to disciplinary classification, sociology of education, as a lower-level disciplines, sits between sociology and education. However, it is imperative to build its independent discourses and interpretation systems and has caused great confusion in the past for studied subjects. This confusion has resulted in a blur boundary among disciplines and initiates endless debates about its belongingness. Based on the characteristics of inter-discipline of sociology of education, this thesis categorizes studied subjects into 3 clusters as classical, modern and contemporary. It additionally attempts to clarify the discourses and interpretation systems of sociology of education through the entwining subject lines in order to provide knowledge base and practice guideline for both sociology and education.