巴尼特高等教育哲学:演变、渊源与路径

Ronald Barnett’s Philosophy of Higher Education:Stages,Origins,and Paths

基于解释主义思想史研究,巴尼特高等教育哲学体现出三个发展阶段:理念研究由机构实体论转向教育本体论,面向超复杂性时代扬弃大学知识学根基而实现批判性存在,以“生态大学”话语重构大学本体及伦理。巴尼特高等教育哲学源于纽曼自由观、哈贝马斯解放观、巴斯卡尔批判观等前人哲学,并与后结构主义认识论、解构主义价值哲学等同时代理论进行对话。巴尼特高等教育哲学方法属于“概念定义—实践原则”结构的“世界观—方法论”范式,通过辨析概念以解释高等教育外在环境的时代性或大学机构内在主体的价值观,是围绕概念的分析哲学,是面向他者的自我本体论哲学,是高等教育话语下的价值哲学,具有时代回应性、主体针对性和价值批判性的特点。

Based on an interpretivist study of intellectual history,Barnett proposed a philosophy of ontology in higher education that specifies three stages of development:the transformation of idea research from institutional entity to educational noumenon,the realization of critical being by sublating the knowledge foundation of university in the age of supercomplexity,and the reconstruction of university ontology and ethics in the discourse of,ecological university,.Barnett’s higher education philosophy borrows from multiple theoretical sources,including Newman’s view of freedom,Habermas’s view of emancipation,Bhaskar’s view of criticality and other predecessors’philosophy,as well as the dialogues with post-structuralism epistemology and deconstructionist value philosophy in the contemporaneous period.Barnett’s research method belongs to the,worldviewmethodology"paradigm with the structure of,conceptual definition-ractical principle".Applying this method,he analyzes concepts to explain the contemporary nature of the external environment of higher education or the internal values of university institutions,which is an analytical philosophy centering on concepts,a self-ontology philosophy facing extrinsic others,a value philosophy contextualized in the discourse of higher education.Barnett’s approach to higher education is characterized by its responsiveness to the times,the pertinence of the subjects,and the criticality of the value.