课程史学研究新理路:基于波克维茨“社会认识论”的建构

The New Path of Curriculum History Research——Constructed on Popkewitz’s Social Epistemology

课程史学研究在课程理论与实践中具有重要学术价值。美国教育学家波克维茨的社会认识论将历史化和问题化引入课程史研究,开辟出课程史学研究的新理路。社会认识论强调知识内嵌社会性并与权力融合共生,它是一种研究方法论,关注理性系统。社会认识论将学校教育知识视为一种与权力有关的社会实践,从社会学的角度反思当前课程理论和实践中各种话语的历史形成过程,并剖析背后的权力运作。以社会认识论为基础,课程史学研究新理路涵盖了五个逻辑转向:从主权权力观转向生产性权力观的核心理念、从主体中心化转向主体去中心化的关键焦点、从地理空间转向文化场域的限定视角、从线性进步转向间断变革的历史时间观、从编年史转向当下历史的研究范式。新理路揭示了历史的织造特性,填补了传统批判教育研究的不足,审思了课程改革研究,界定了课程史研究者的新角色。

Curriculum history research has important academic value in curriculum theory and practice.Thomas Popkewitz,the famous American educator,proposed his social epistemology which introduced historicizing and problematizing into the study of curriculum history, opening up a new path for the study of curriculum history.Social epistemology emphasizes that knowledge is embedded in the sociality and commingled with power and it is a kind of research methodology focusing on the rational system.Social epistemology regards school education knowledge as a social practice related to power, and reflects on the historical formation process and the power operation of various discourses in current curriculum theory and practice from a sociological perspective. Based on social epistemology,the new path of curriculum history research covers five logical turns:the core idea of research from sovereign power to productive power;the focus of research from subject-centered to decentering of the subject;the limited perspective of research from physical space to cultural field;the historical view of time of research from linear progress to disruptive history;paradigm of the research from chronicle to the history of the present. The new path not only reveals the fabricated nature of historiography and fills the deficiency of the traditional critical education research, but also rethinks the significance of the research on curriculum reform and defines the new role of curriculum history researchers.