新制度主义视域下哈佛大学教育博士学位变迁

Changes in the Doctorate Degree in Education at Harvard University from Perspective of New Institutionalism

新制度主义为解读哈佛大学教育博士学位制度的变迁提供了一个崭新视角,教育博士学位作为一种正式制度,其产生、发展和变迁无不受非正式制度的约束和影响。美国社会的实用主义,哈佛大学教育博士学位相关主体(教育学人、校长、师生群体等)的利益诉求和群体观念,大学组织自身的学术至上理念、高度自治理念和追求卓越的价值观等,都属于非正式制度范畴。当两种制度的关系表征为耦合和统一时,制度呈现相对静止的均衡化态势;当两种制度的关系表征为对立冲突甚至矛盾不可调和时,制度变迁随即发生。顺应美国实用主义思潮,教育博士学位诱致而生;契合相关主体利益诉求和群体意识,教育博士学位发展壮大;而实践性与学术至上理念矛盾加剧导致教育博士学位遭受合法性危机,同时高度自治理念为制度变迁提供现实可能;变迁后的双轨制学位格局多元兼容,在一定程度上缓和了学术性与实践性、单一性与多样性的矛盾。

The new institutionalism provides a new perspective to interpret the changes of Doctor of Education(Ed.D.) in Harvard University.As a formal institution,the emergence,development and changes of Ed.D.are all constrained and affected by the informal institutions.The pragmatism of American society,the interests and group perceptions of the subjects involved in the Harvard doctoral degree in education(educators,presidents,faculty and student groups,etc.),and the university organization's own philosophy of academic supremacy,high degree of autonomy,and values of excellence all belong to the category of informal institutions.When the relationship between formal and informal institutions is characterized as coupling and unity,the institutions show a relatively static and balanced situation.When the relationship is characterized by opposition and conflict and the contradiction is irreconcilable,institutional change occurs.Following the trend of American pragmatism,Ed.D.was induced.In line with the interest demands and group consciousness of relevant subjects,Ed.D.had been developed.However,the contradiction with the idea of academic supremacy was aggravated,leading to the legitimacy crisis of Ed.D.At the same time,the high degree of autonomy provided realistic possibility for institutional change.After the change,the dual-track degree system is constructed which is diversified and compatible,alleviating the contradiction between academic and practical,unity and diversity.