边缘化与低知识权力:高校形势与政策课程困境

Marginalization and Low Knowledge Power: The Dilemma of Situation and Policy Curriculum in Universities

对于形势与政策课程边缘化处境的理解,当前研究关注于教学方式与课程改革这一认识论层面,而忽视了从形势与政策课程所处的教育空间位置这一本体论层面的反思。本文基于对25所不同高校本科生的半结构式访谈,分析了形势与政策课程的边缘化处境及其原因,并进一步阐释其知识权力的影响程度。研究表明,课程本身的定位是边缘化处境的重要原因,教学方式、考核方式等课程改革并未发挥切实的改变效果。通过哈贝马斯“知识–权力”的共生关系视角的引入,进一步阐释边缘化处境的延续将逐渐造成形势与政策课越发薄弱的知识生产和权力影响。

For the understanding of the marginalization of situation and policy curriculum, the current re-search focuses on the epistemological level of teaching methods and curriculum reform, but ne-glects the ontological level of reflection on the educational spatial position of situation and policy curriculum. Based on semi-structured interviews with undergraduates in 25 different universities, this paper analyzes the marginalization of the situation and policy curriculum and its causes, and further explains the extent of its influence on knowledge power. The research shows that the orien-tation of the curriculum itself is an important reason for the marginalization, and the curriculum reform of teaching methods and assessment methods has not brought into play the actual effect of change. Through the introduction of Habermas’s perspective of the symbiotic relationship between knowledge and power, it is further explained that the continuation of marginalization will gradually lead to the increasingly weak influence of knowledge production and power in the course of situa-tion and policy.