比较教育研究数字化转向的向度与限度

The Dimensions and Limits of Digital Turn in Comparative Education Research

数字化转向为数字时代的比较教育研究提供了一种可能性,但它不是比较教育未来发展的全部。基于表现的教育问责制度在全球范围盛行、比较教育研究对科学化的追求以及数字技术的革新进步,为比较教育研究的数字化转向提供了现实性和可能性。比较教育研究数字化转向的主要向度体现在:研究主体从比较教育知识的作者转向合作者;研究客体从“文献”转向“数据”;研究目的从追求教育知识的“因果必然性”转向注重“相关性”;研究方法从分析到综合。然而,比较教育研究的数字化转向同样存在限度:在本体论层面,易陷入唯数据主义;在价值论层面,易缺乏人文主义精神;在关系论层面,易推动国际教育形成数据殖民主义。

The digital turn offers a possibility for comparative education research in the digital age, but it is not the whole story of the future development of comparative education. The prevalence of the performance-based educational accountability system worldwide, the pursuit of science in comparative education, and the innovation and progress of digital technology have provided the reality and possibility for the digital turn of comparative education research. The dimensions of the digital turn of comparative education research are mainly reflected in:the research subject changes from the author of comparative education knowledge to the collaborator;the research object changes from "document" to "data";the research purpose changes from the pursuit of "causal inevitability" of educational knowledge to the focus on "correlation";research methods from analysis to synthesis. However, the digital turn of comparative education research also has limitations: it is easy to fall into the sole dataism at the ontological level;it is easy to lack the spirit of humanism at the axiological level;at the relational level;it is easy to promote the formation of data colonialism in international education.