历史江河中的中国教育社会学日常叙事——兼评《中国教育社会学百年:学科、学术与学问》

Daily Narrative of Chinese Sociology of Education from a Historical Perspective:A Review of Century of Chinese Sociology of Education:Discipline,Scholarship and Knowledge

中国教育社会学的百年,是历史江河中长时段的“关系史”、中时段的“情势史”与短时段的“事件史”相互嵌入的风云百年,也是地理时间、社会时间、个人时间与生存空间、话语空间、身体空间多元时空并存的日常百年。我们身处的当下的教育日常,也是不远处历史的教育日常;由大大小小事件构成的节点的教育日常,也是源源流淌的过程的教育日常。百年流动与日常点滴的精妙融通,或许暗暗契合回归“恒常、正常、日常”的教育呼唤。教育社会学的学科问题始终持续存在,学科追问既是一种勇气、责任与担当,也是一种警醒、清醒与“天职”。将学科发展的诸多问题置于教育文明、人类文明的宏观视野去审视,可能会激发更多的社会学想象力。

The century of Chinese sociology of education is a century of vicissitudes,which includes interactions between long period of relationship history,mid period of situation history and short period of event history.It is also a century of geographic,socia and personal time,which coexists with living,discourse and physical space.Contemporary daily education is close to the education not far away and education daily of event nodes is also a flowing process.The subtle integration of the century-old flow and daily event may imply a return to the educational call of“persistent,normal,and daily”.The disciplinary problem of sociology of education has existed and persisted and disciplinary inquiry is a kind of courage,responsibility and shouldering,and also a kind of vigilance,consciousness and natural duty.Once disciplinary problems are examined in a broader view of educational and human civilization,more sociological imagination can be stimulated.