制度研究与教育学

Institutional Research and Pedagogy

在很长的时间内,人们都是从别的或者含混的角度来解读教育制度。其中,结构—功能论的教育制度研究否定教育制度的变革可能,把教育制度理解成教育实践的外生变量;旧制度教育学虽然重视教育制度的教育意义,但也把现实教育制度理解成强加在教育实践之上的牢笼或框架,最终导致激进的制度干预或批判;社会学新制度主义承认制度的重要性,但强调制度的作用不是体现在对效率的追求上,而是体现在对合法性的保障上;早期的新制度教育学虽然承认教育制度的内生性,但没有完全摆脱新制度经济学的痕迹,不能真正深入到微观的教育实践内部,形成有教育学特色的概念与表述体系,因而后来被一种更有教育学意味的理解所取代。在这里,我们将通过追述有关教育制度理解的不同范式,来说明最适合解读教育制度的那样一种教育学式的理解。

In a long time,people have been interpreting educational institutions in an irrelevant or ambiguous perspective. Among them,institutional research of the structural functionalism denies the prospect of the institutional change in education and considers the educational institutions are the exogenous variable of the educational practice. The old institutional pedagogy attaches importance to the pedagogical meaning of educational institutions,but it confuses educational institutions with the cage or framework imposed in the educational practice,and results in radical intervention or critique to the institutions. The new institutionalism in sociology acknowledges the significance of institution,but emphasizes that the role of institution is not on the pursuit of efficiency but on the guarantee of legitimacy.Although the early new institutional pedagogy admits the endogeneity of educational institutions,it has not gotten rid of the traces of the new institutional economics,so it can not truly deepen into the microscopic educational practice to form a concept and discourse system with the characteristics of pedagogy,thus it has been replaced by a set of understandings with more pedagogical implications. Here,by recounting these different paradigms in educational institutions,we＇ll further demonstrate the pedagogical perspective that is more suitable to interpret the educational institutions.