中国教育学的科层气质——兼论教育学的学科性质

Bureaucratic Temperament of Education in China——On Disciplinary Nature of Pedagogy

我国20世纪后半叶至今的教育学学科在学术研究、学科建制、知识共同体等属于学科范式领域弥漫着浓厚的科层气质,表现出行政化与层级化特征。这种科层气质源于教育学学科化运动中的外部力量渗透所形成的异治性。由于学科化不足而借用行政或政治力量谋求学科地位,致使教育学的发展不得不持续性依赖政治力量。于是,与政治场域的距离决定了学科内部的权力格局,学科内部出现科层分化与精英共治格局,学者阶级化,认识论与方法论唯实证主义化,知识生产工业化,知识标准行政设定化。这种科层气质在本质上不利于教育学的学科成熟,而清除流弊除了行政力量选择性退出以外,更依赖于知识共同体的理性程度和自我革命勇气。

Since the latter half of the 20th century in china,in terms of the paradigmatic fields such as academic research,the establishment of disciplines and knowledge community,the discipline of Education has diffused strong bureaucratic temperament,showing the administrative and hierarchical characteristics.This bureaucratic temperament originally stems from the heteronomy generated by the external factors from the movement of pedagogy.Due to the lack of disciplinization and overusing the administrative and political forces to seek disciplinary status,the development of pedagogy has to rely on the political power.Therefore,the distance from the political field determines the power structure of the inner discipline.The discipline shows a tendency of hierarchical differentiation and elitism.In addition,the scholars of class,positivism of epistemology and methodology,the industrialization of knowledge production and knowledge of standard administrative setting are also emerging correspondingly.In essence,this bureaucratic temperament is not conducive to mature of Education discipline.In order to clear away the drawbacks in the education discipline,it is crucial to rely on the extent of rationality in knowledge community and self-revolutionary courage and selectively eliminate the administrative power.