教育科学知识扩散模式及其限度——以美国教育研究学会为考察中心(1902—1922)

Approaches and Limits to Educational Scientific Knowledge Diffusion: Examining the National Society for the Study of Education, 1902-1922

1910年前后是美国教育科学知识增长及扩散的转折点和分水岭,以美国教育研究学会为考察中心,基于克兰的知识扩散理论,尝试揭示教育科学知识不断蔓延和扩散的过程,发现美国教育研究学会最终形成了两种不同的知识扩散模式:线性模式和互动模式。从线性模式角度看,教育科学知识增长表现出一定程度的累积性增长,但学会从未真正实现其严格意义上的“科学化”宗旨。在互动模式中,大量教育科学知识并未被运用到教育实践中。两种知识扩散模式的失败反映出教育科学“学术性”与“应用性”的双重困境。同时,教育专业组织中知识的扩散表现出既高度专业化又趋于开放的特征。重构教育研究领域的社会组织和交流网络,在专业组织中建构教育的知识基础,是教育科学知识实现增长扩散的重要条件。

In the early twentieth century, especially in 1910s a transformation emerged in scientific educational knowledge growth and diffusion. according to the theory of knowledge diffusion of Diana Crane, this essay analyzes the spread and diffusion process of scientific educational knowledge. It concludes a new alliance formed between university-based scholars who dedicated themselves to the scientific study of education and superintendents in National Society for the Study of Education. Such an alliance contains two different knowledge diffusion models which are linear diffusion model and interaction diffusion model. In the linear model, although accumulated scientific knowledge growth occurred, the Society never really realized its scientific object;Meanwhile, in the interaction model, much of scientific knowledge still had not translated into educational practice. The failure of these two models of knowledge diffusion demonstrated educational research confronted with duplicate dilemma between academic and practicability. Meanwhile, this article concludes the diffusion of knowledge in professional education organization is characterized by professionalization as well as openness, reconfiguring professional community and communication network in education to construct its knowledge base, to some extent, is essential for the growth and diffusion of scientific knowledge in education.