摘要
中国教育改革的"诞生"存在诸多可能和诸多不确定性,各种力量之间的张力势必相互牵制、相互作用、相互弥补,导致许多可能研究与需要研究的问题,有必要用知识社会学"集体性知识"的解释框架进行阐释。中国社会是一个集体性很强的社会,在它身上所进行的诸多改革,似乎无法回避这种集体性。这种集体性具有原发的植根性,它与这个社会与之俱来,甚至可能成为一个国家性的"惯习";这种集体性又具有强烈的渗透性,它就在我们的生活中,且无时无刻不有某种能量从外界流向内里。中国教育改革的运作理路应该建立在以历史为根基的结构基础之上,且以国家需要为存在形态,以地方集体性知识为治理法则,以细致入微之变为学校效用游戏。
‘ Naissance’ is a meaningful notion which contains the interactions of long periods and short periods, time and space, entity and imagination, and clearness and unclearness. It includes the extension of the meanings of praise, gratification and pride1 and embraces the significance of imagination, reorganization, and innovation. It is a possible way to inspire the ideas of oddness, connection, and generation. The Chinese society is, however, a strongly collective one. Most of the innovations in this society cannot evade its strong collectivity. This collectivity roots deeply in the nation＇s origin and tradi- tion, and is possibly a kind of custom in the country. It has a strong penetrability, which indicates that the collectivity exists in people＇s daily life, and always demonstrates a capacity to enter one＇s inner side from the outer world. China＇s education reform is constructed upon that history, and exists under the nation＇s demand. It is therefore implemented by the regions＇ collective knowledge and carried out by the detailed improvement in schools.
出处
《北京师范大学学报（社会科学版）》
CSSCI
北大核心
2009年第2期12-19,共8页
Journal of Beijing Normal University(Social Sciences)
关键词
教育改革
诞生
集体性
知识社会学
education reform
naissance
collectivity
sociology of knowledge
