“能力修补”还是“能力陷阱”?——欧美博士生可迁移能力培养的争议与逻辑要义

Skill Revamp or Skill Trap?Controversy and Logic of the Cultivation of Transferability of Doctoral Students in Europe and America

新公共管理运动、高等教育大众化以及知识经济的发展,凸显了博士生就业多元化中的能力缺陷,以可迁移能力培养应对相关社会问责成为博士生"供给侧"改革的国际趋势。但可迁移能力培养源于需求的现实指向性与博士生教育对知识创新的理想化追求之间的矛盾,既赋予了其"修补"博士生认知能力、跨学科能力、就业能力和社交能力的价值使命,又使其陷入了逻辑悖论、预设质疑、效果存疑与功能异化的"能力陷阱"。剖析可迁移能力培养的内涵与争议,发现其蕴含着从"硬技能"到"软技能"、从"结构化"到"网络式"、从"学科守门人"到"知识工作者"、从"理论建构"到"实践体认"的逻辑要义。

The new public management movement,the popularization of higher education,and the knowledge economy have highlighted the ability deficiencies in the employment diversification of doctoral students.Using transferable ability training to respond to relevant social accountability has become an international trend in the reform of the supply side of doctoral students.However,the contradiction between the practical orientation of demand and the idealized pursuit of knowledge innovation in doctoral education has given the cultivation of transferable ability to revamp the cognitive ability,interdisciplinary ability,employability and social ability of doctoral students.The value mission makes it fall into the capacity trap of logical paradox,doubtful presupposition,effect to be proved and functional alienation.By analyzing the connotation and controversy of transferable ability training,it is found that it contains logical significance from hard skills to soft skills,from being structured to being networked,from discipline gatekeepers to knowledge workers,and from theoretical construction to practical recognition.