教育社会学拓展的可能空间

如何以教育社会学研究中的批判精神为切入口,反思并寻求教育社会学拓展的可能空间?这是当今教育社会学面临的重要问题之一。首先,学科互涉与边界跨越的时代与学术变革,使教育社会学的批判在开放式解释基础上,可能具备建构性批判或批判性改造的责任;其次,凸显教育社会学批判精神的学科发问,在有相当探索并形成某些标志性发问之后,尚有继续发问的可能;再次,批判与改造之间的“可沟通规则”,在对中国式问题和中国式关系的本土关怀中,存在某种有效的“信任范围”。因此,在学科互涉与边界跨越的框架中,教育社会学的学科生长更有其诱发、扩张与重写的可能,其批判精神亦更为丰满与厚重。

Possible Extension Space for Sociology of Education

This paper aims at the possible extension space for sociology of education,and analyzes it with a critical spirit in it.The paper is organized as follow.First,the academic innovation of interdisciplinary and cross-boundary research makes educational criticism burden the responsibility of functional criticism and critical reconstruction on a basis of open interpretation.Second,the discipline questioning,which underlines the spirit of criticism in sociology of education,is supposed to have further space of development after much research and a formation of symbolic questions.Third,the "communicable rules" between criticism and reformation have an effective "trust bound" in the localized caring for Chinese problems and Chinese relations.The conclusion is that,in the frame of interdisciplinary and cross-boundary research,the growth of sociology of education has a high probability of developing,expanding,and even rewriting.Its spirit of criticism is more useful and meaningful than ever.