社会学视域下涂尔干的道德教育思想研究

该文通过论证认为,埃米尔·涂尔干首次将实证主义社会学引入道德教育领域,为现代道德教育的实施提供了新思路。在涂尔干看来,社会是高于个体的现实存在,同样也是个体道德的塑造者,道德起源于社会,并归属于社会,任何脱离社会集体而谈论个体道德的研究都是片面的。他认为道德教育的根本目的在于培养理性和自主的社会个体,并以此提出学校德育论。涂尔干的社会道德论述为国内现行德育模式提供符合儿童发展规律的价值参考和理论启示。     

Stones from Other Hills may Serve to Polish the Jade of this One: towards a neo‐comparative ‘learnology’ of education

This is a revised version of the 1998 Presidential address to the newly‐inaugurated British Association for International and Comparative Education (BAICE). The paper reviews the tension within the history of comparative education between qualitative, culturally‐focused studies and more positivist approaches. It explores the dangers, as well as the possibilities, inherent in the rapidly‐growing interest in comparative studies. It argues that the advent of postmodernism presents a new challenge for comparativists that requires culture to be accorded a central place in efforts to understand educational organisations and practices. Finally, the paper outlines the desirable characteristics of a ‘neo‐comparative’ education, of a comparative ‘learnology’ which integrates a range of different social science perspectives, and is both rigorous and radical.     

The Integration—Segregation Debate: some sociological considerations

This paper will argue that sociology has neglected special education as a central focus of its concern. An attempt is thus made to suggest what such a sociology might look like drawing upon positivist, functionalist, conflict and neo‐Marxisl paradigms to examine the history and development of special education. Precisely because of this neglect, these paradigms themselves prove to be inadequate and material from the sociologies of deviance and social policy is consequently drawn upon. Thus it is finally argued that special education can be analysed within broader structural considerations of the issue of social control rather than from a humanitarian perspective, which has been the case up to now.     

The French–Italian Controversy: A Neglected Historical Topic in Criminological Literacy

This article focuses on a “scientific” controversy that took place at the end of the nineteenth century between the Italian positivist school of Lombroso and his followers and a group of French intellectuals centered around the professional journal Les Archieves de l’anthropologie criminelle. The exploration of this controversy is rarely included in criminology/criminal justice curriculum. It demonstrates the conflicting approaches to biological evolution and to the role of social factors in criminal behavior. It also shows the interplay of these theoretical positions with the socio‐political developments of that time.     

Four Decades of Finnish Educational Sociology

This section focuses on educational sociology and social pedagogy, two designations mirroring somewhat different perspectives on very much the same reality. The first article presents Finnish Educational sociology from the 1950s to the 1990s and is based on doctoral dissertations and other significant or typical studies in the field. The author argues that empirical research originated during the 1950s and the early 1960s. A typical theme of early research emphasized the school class as a miniature society. In initial studies on the activities and social participation of youth, society itself was already dealt with as a structural entity. In the 1970s, when the Finnish comprehensive‐education system was built, educational policy and the socialization process were the major themes. Then, in the 1980s, the march towards diversification and the development of a range of educational sociologies started. Finally, the expansion of evaluation research was realized in the context of the deep Finnish economic depression of the early 1990s. The lesson here is very sociological: the social context does matter. The second article focuses on development of theory and research related to social pedagogy in Norway, a ‘new’ Norwegian subfield within the discipline of education which was bom almost three decades ago. It is marked by some influential intellectual patterns 1970s from the new social movements of the 1960s and 1970s. In the discourse on social pedagogy in Norway the reception and utilization of inspirations from the Norwegian positivism debate, the new sociology of education and post‐positivist social theory were the main academic sources of development which motivated normative and empirical research on a number of new themes. The author argues that the subfield of social pedagogy has led to a renewed understanding of the role of normative theory within education as an academic field of knowledge, to a broad acceptance of the possibilities of qualitative research strategies, and a new emphasis on integrative research efforts; but at the same time this engagement has reduced the outcome of a unique contribution to a thorough reconstruction of educational research and scholarship.     

Educational Psychology and its Failings: a reply to Olssen

Olssen has recently claimed that educational psychology, being a derivative of mainstream psychology, is a sham, a pseudo‐science based upon outdated positivist philosophy of science and an inappropriate understanding of the social determinants of individual behaviour and of mind. This article argues, firstly, that educational psychology has a certain independence of psychology in general; secondly, that most modem psychology does not rely on positivism; and, thirdly, that whatever the ultimate roots of behaviours and mental phenomena, it is perfectly logical—indeed it is a necessary part of the discipline—for psychologists to concentrate upon studying and working with individuals.     

Examining the epistemology of impact and success of educational interventions using a reflective case study of university bursaries

This paper engages with the continuing emphasis given to evidence‐based policy and ‘what works’ approaches in educational research, highlighting some of the continuing epistemological challenges from a post‐positivist perspective. To illustrate these, it uses the case of bursaries awarded by universities to improve outcomes for students from disadvantaged backgrounds as an example of an education intervention designed to address structural inequality. The paper then discusses critical reflections arising from a project commissioned by the Office for Fair Access in England, which aimed to enable universities to evaluate the impact of the bursaries that they award. These reflections provide a lens to explore the limitations of experimental and quasi‐experimental designs in complex social fields. The paper concludes that we lack a strong understanding of the relationship between financial and educational disadvantage prior to and during higher education, and this undermines efforts to ‘prove’ that certain interventions will ‘level the playing field’.     

从认识论到知识学——哈贝马斯对实证主义认识论及其科学观的批判

哈贝马斯认为,自近代以来认识论的发展是实证主义的知识学取代认识论。认识论从事于认识的批判,解答认识可能性问题,而实证主义知识学则局限于经验科学的方法论,将知识与科学等同起来,取消了认识的主体在认识中的地位和作用,从而陷入了唯科学主义和虚假的客观主义。哈贝马斯从认识对自身的反思入手,揭示了认识与兴趣的关系,批判了实证主义的认识论及其科学观,为奠定社会批判理论的认识论基础扫清了道路。     

伊恩·布朗利的客观实证主义国际法观述评

本文旨在考察英国著名国际法学家伊恩·布朗利的客观实证主义国际法观。首先是布朗利的“客观实证主义国际法”所体现的一般国际法理论。在这方面,布朗利在国际法效力上接受了凯尔森的“基础规范”影响,但他把注意力放在国际法的实际功效上,认为国际法事实上是有功效的,而在现实中被误解和低估了。其次,在对待习惯国际法方面,他严格按照“国家实践”和“法律确念”的要素来检验,这体现在他处理国际法中最有争议的人道主义干预问题的方法上。第三,布朗利通过“国际事务中的法治”概念来构建国际公共秩序,其组成要素实际上是形式主义的法治观,其方法与耶鲁学派的“政策导向”方法是一个鲜明的对比。实证主义的国际法假定对规则的客观解释就是现实,规则对所有国家都平等适用,但规则产生的背景性质、平等适用是否对所有国家产生相同的法律后果,这是实证主义方法没有考虑的。耶鲁学派将法律描述成“权威决策过程”,其对中国的积极意义在于,申国必须深度介入国际法的立法过程。     

‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools

This is a case study of a one‐year arts educational project ‘I – from dreams to reality’ in which artists worked at school with teachers and learning at the school was planned through arts‐based, co‐operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was ‘I’, and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long‐term holistic arts pedagogy and artist co‐operation at school have any significant connection to students’ self‐efficacy and social skills. Data has been collected through students’ self‐evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called ‘I – from dreams to reality’ and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students’ self‐evaluations concerning their self‐efficacy and social behaviour were collected by e‐questionnaire. The measures used were Likert‐based evaluation scores of pupils’ self‐assessment of their self‐efficacy and social behaviour in everyday situations at school. According to the results, artist–teacher co‐operation and learning through the arts can be worthwhile experiences to develop students’ self‐efficacy and social skills.     

略论近代中国对西方实证主义哲学的改造及其影响

实证主义哲学是西方科学发展的产物。但近代中国对西方实证主义哲学的吸纳和改造更多的是着眼于解决中国的具体问题,即它首先是被作为了一种改造社会、除旧布新的工具,其次才以哲学的面目出现。当然,由于中国传统文化的影响根深蒂固,而且近代中国也缺乏新式文明根源的社会机制,因此,中国的实证主义哲学在理论上没有建立多少令人值得称道的东西,但其令人耳目一新的作用是不可否认的。     

略论资本经营

马克思主义政治经济学和西方实证经济学对资本概念有不同的解释。从一定意义上说 ,狭义的资本经营实际上就是通过资本形态的变换和组合从而使价值得以增值的过程。探讨资本经营对社会主义市场经济中的企业有其现实意义 ,应结合企业实际谋划资本经营有效运作的基本思路     

Key issues for research in self‐directed learning

This paper consists of two parts. The first part gives an overview of two major paradigms which have influenced research in education; the positivist/empiricist and the interpretive. It is argued that research into self‐direction has been dominated by the positivist/empiricist paradigm and that, because of a fundamental incompatibility between the assumptions underlying positivism and those underlying ‘self‐direction,’ research into self‐direction has been ‘blocked.’ It is suggested that the adoption of an interpretive paradigm promises to reinvigorate and redirect research into self‐direction in learning.

The second part of the paper represents an attempt to develop a research agenda into self‐direction from an interpretive perspective; that is, one which takes account of the learner's subjective construing of the learning situation. This subjective construing includes pur elements: (1) the learner's view of learning in general; (2) the learner's view of the specific learning endeavour being researched; (3) the learner's view of assistance or direction received; and (4) the learner's view of autonomous leaming and the development of personal autonomy. It is also suggested that any adequate research into ‘self‐direction’ should ideally take account of the perspective of the facilitator or other person offering help and assistance, since learning situations depend largely on the quality of the relationship established between the learner and the ‘helper’.     

Education(al) Research,Educational Policy‐Making and Practice

Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application. The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy‐inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for this component. A solution to the latter problem is sought in the debate between Carr and Hirst on the relationship between philosophy and education. This shows Carr making claims that rely on a conception of philosophy that he rejects, while Hirst insists on this conception, uses it to justify practical claims, but denies that this is possible. To achieve a practically relevant analysis of educational research, both need to include second‐order, normative, conceptual enquiry into the philosophies that drive educational policy‐making and partly regulate teaching methodology. Deweyan, first‐order, ‘reflective practice’ needs, then, to be supplemented with second‐order reflection. Educational research is philosophy‐ not science‐driven, and is value‐led. Consequently, it has the status not of scientific discovery but of practical recommendation.     

Positivism,Structurationism and the Differentiation‐Polarisation Theory: a reconsideration of Shilling's novelty and primacy thesis

This paper critically assesses Chris Shilling's claims that structuration theory provides a new and important direction for sociology of education. That assessment is conducted with particular reference to the long‐standing research programme in the sociology of education, known as the differentiation‐polarisation theory (d‐p). The plausibility of the claim that d‐p is positivist is examined, and the extent to which d‐p meets the supposed inadequacies of sociology of education allegedly exposed by structuration theory is investigated. It is concluded that the novelty and importance of structuration theory for sociology of education and a fortiori education policy remains unproven.     

A sense of place in the science classroom

Place‐based science education engages with the laboratories of complex reality where natural processes combine with social practice, going beyond the physical world, to encompass the meanings and sense of attachment local residents feel for places. This brief report describes how a university science methods class in a primary teacher training programme situated scientific understandings in the rich cultural context of the historically rural and socio‐economically disadvantaged area of Galicia in north‐western Spain, where agrarian traditions continue to influence local culture. Focusing on student responses to two assignments, this brief report explores how the preparation of lesson plans related to food and environmental investigation projects served to integrate aspects of the natural, social and cultural environment to foster a critical pedagogy of place.     

School Effectiveness Research: an Ideological Commitment?

As the international momentum of the school effectiveness movement continues, its exponents remain largely impervious to criticism. This paper argues that while they may not readily align themselves with the individualistic aspects of Conservative social philosophy, their methodology necessarily secretes an atomised social ontology. The charge of ideological commitment rests on the fact that the essentially positivist epistemology employed by school effectiveness researchers presupposes an ontology of closed systems and atomistic events. Thus any notion of the structuring of life-chances is automatically ruled out of court. The reciprocity of social ontology and methodology is explored in order to account for the myopia of the school effectiveness movement.     

国际关系法兰克福学派批判理论的思想来源及研究理路

法兰克福学派国际关系批判理论最直接的思想来源是法兰克福批判社会理论.20世纪80年代初国际关系"批判转向"的主要理论家都深受其影响.如今该学派虽不再代表国际关系理论中对正统观点的最主要挑战,但仍然是后实证主义理论中极具影响的流派之一.迄今为止,该流派研究议题十分宽泛.本文从规范的、社会学和人类行为学三大维度对该流派的发展进行梳理.保持普世主义特征,围绕排斥、对话、差异、苦难和伤害等主题尝试重建现代性方案和探究政治共同体新形式是该流派的总体研究理路.     

Who's Afraid of Positivism? A comment on Shilling and Abraham

This paper is a response to articles by Shilling and Abraham, which were concerned with the relationship between Giddens’ structuration meta‐theory, differentiation‐polarisation theory, and positivism. Despite their conflicting conclusions, both authors criticise my reconstruction of differentiation‐polarisation theory, and I try to clarify the nature of that reconstruction and the theory it represents. It seems to me that these articles display misunderstandings of, and unwarranted prejudice against, positivism; though they are of course by no means alone in this. I suggest that while the sort of debate in which these authors engage is welcome, there needs to be a more open‐minded approach towards the theoretical and methodological resources available to sociologists of education, including those frequently dismissed as positivist.