论学院化教育研究的困境与出路——兼论教育学者的学术使命

教育研究的学院化意味着学术的专业化和制度化,进而也意味着专业生活的科层化。学院化虽然在一定程度上促进了教育学的繁荣,但也同时造成了学术与生活、理论与实践的割裂;科层化的管理模式、僵化的学术评价机制以及教育学者“以学术为业”的生存方式,直接影响了教育理论的解释力、影响力和生命力,使教育学的发展面临困境。走出教育学困境的出路是:跨越生存边界,促使研究者与实践者达成理性共识;变革评价机制,促进学术评价机制的合理化。更重要的是,教育学者应当对自身的学院化生存方式具有一种批判性警觉,并因此而增强学养,在体制与自身发展之间谋求一种合理的“博弈”,实现教育学的规范化、理性化发展。

On the Plight Caused by the Institutalization of Educational Research and its Outlet

The institutalization of educational research means the specialization of academy. Furthermore, it means the bureaucraticization of special life. The institutalization of educational research promotes the prosperity of Pedagogy, but at the same time, it leads to the separation between the academy and the life, the theory and the practice; the mode of bureaucratic government and rigid system of academic estimate as well as the educational researcher's living style restrict educational theory's power of explanation, influence and life force, which makes pedagogy confront with plight. There are three outlets for pedagogy to overcome its plight. Firstly, we should stride over the living border and attain common understanding between researcher and practitioner. Secondly, we should change evaluating mechanism, facilitate its rationalization. Finally, we should keep a critical vigilance to our living style in institute and strengthen our academic accomplishment. We should have an appropriate chess between the system and our development in order to improve pedagogy's rationalization.