学徒制到院校制:19世纪上半叶美国工程教育的大学化进程
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摘要
赋能不足问题始终是专门职业教育受到的质疑与批评,该问题尚缺乏充分的、基于经验考察的理论探讨。19世纪上半叶,新兴专门职业教育的工程教育开始与行业学徒制培养传统相分离,逐步进入美国大学。在此过程中,工程教育逐步确立课程/项目为核心、院校化培养体系,呈现"专门院校"与"综合院校"两条不同路径、两套迥异体制。从学徒制到院校制转换期间,工程教育为代表的专门职业教育遭遇的赋能不足问题,该制度转换是社会权力运作的产物,身份获致是其目标。
The phenomenon of ill empowerment is the long-lasting problem faced by modern professional education, including engineering education, which is yet under insufficient theoretical discussion based on solid empirical study. The paper mainly explored the transitional process of professional education from the worksite to collegiate school, from the apprenticeship system to the school system through the case study of the American engineering education in the first half of 19 th century. During this formative period, two types of collegiate school system gradually emerged, the special school tradition and the comprehensive school tradition, which finally became the prototype of American modern engineering education; and also during this transitional period, the education itself encounter the problem of ill empowerment of its objects, which has been constantly criticized even by now. Unfortunately, the transition itself was nothing but the product of social power operation with the status acquirement as its ultimate goal.
The phenomenon of ill empowerment is the long-lasting problem faced by modern professional education, including engineering education, which is yet under insufficient theoretical discussion based on solid empirical study. The paper mainly explored the transitional process of professional education from the worksite to collegiate school, from the apprenticeship system to the school system through the case study of the American engineering education in the first half of 19 th century. During this formative period, two types of collegiate school system gradually emerged, the special school tradition and the comprehensive school tradition, which finally became the prototype of American modern engineering education; and also during this transitional period, the education itself encounter the problem of ill empowerment of its objects, which has been constantly criticized even by now. Unfortunately, the transition itself was nothing but the product of social power operation with the status acquirement as its ultimate goal.
引文
[1] 国家教委工程教育赴美考察团.“回归工程”和美国高等工程教育改革[J].中国高等教育,1996(3):37.
[2] 彭静雯.高等工程教育改革:对学科规训的突围[M].北京:社会科学文献出版社,2014:7-8.
[3] MANN C R.A study of Engineering Education[M].Boston:The Merry Mount Press,1918:3.
[4][8][9] GRAYSON L P.A Brief History of Engineering Education in the United States[J].Engineering Education,1979:375,376,376.
[5] MILLER J.Pathways and Purposes of the “French Tradition” of Engineering in Antebellum America[J].Engineering Studies,2013:117-126.
[6] PICON S.The Engineer as Judge[M]//Artz F B.The Development of Technical Education in France,1500-1850.Cambridge:The MIT Press,1966:30.
[7][10][12][14][17][19] REYNOLDS T S.The Education of Engineers in America before the Morrill Act of 1862[J].History of Education Quarterly,1992:465,468,470,471,475,477.
[11] [13][15][18] SMITH H E.Historical Development of Technical Education in the First Nine Colleges Founded in the United States[M].New York:New York University Press,1940:221-225,193-195,226-231,181-191.
[16] REZNECK S.Education for a Technological Society[M].New York:Troy Press,1968:71-72.
[20] KIMBALL B.The Inception of Modern Professional Education:C.C.Langdell,1826-1906[M].Chapel Hill:The University of North Carolina Press,2009:8.
[21] 伊里奇.非学校化社会[M].吴康宁,译.台北:桂冠图书出版公司,1997:24.
[22] 杜威.我的教育信条[M].彭正梅,译.上海:上海人民出版社,1997:24.
① professional education译为“专门职业教育”而非“专业教育”,是因为“专业”在中文语境中已形成特定教育学意涵,是对专门化教育制度的指称,英文profession所指并非教育制度,而是对特定职业的范畴称谓,professional education是对这类特定职业准备性教育的指称,“专门职业教育”不易引起误解。
② 王沛民2013年《中国工程教育研究:式微与复兴》对高等工程人才培养“四化”的批评,有培养目标“去工化”,培养过程“学术化”、“娱乐化”等;朱高峰、顾秉林、吴启迪等均在不同场合对中国高等工程教育赋能不足问题提出过批评,如“科学导向、模式单一”“实践缺乏、能力缺失”“缺少实践训练”“追求论文,按科学家的培养方式而不是工程师的培养方式来进行工程教育”等。
③ 医学、法学教育的专门称谓“私立专科学校”(proprietary school),据布鲁贝克等考证,是从行业学徒制传统转化而来,是学徒制的自然演进。不同专门职业对学校化专门职业教育的控制力产生影响,反过来影响职业本身的专业化水平及其准备性教育的社会地位。虽然19世纪上半叶美国工程教育院校化传统始兴,但行业占据主导地位的人才供给模式仍是学徒制。
④ 分别是弗吉尼亚军事学校(Virginia Military Institute,1839)、希塔戴尔军事学校 (Citadel,1843)、美国海军学校(U.S.Naval Academy,1845)、科学和军事学院(Scientific and Military Collegiate Institute,1850)、国家科学和军事学校(National Scientific and Military Academy,1853)及威明顿学校(Wilmington School,1856)。
⑤ 分别是宾夕法尼亚多科技术学院(Polytechnic College of Pennsylvania,1853)、布鲁克林多科技术学校(Brooklyn Polytechnics,1855)、库柏联合学校(Cooper Union,1859),及克利夫兰的一所土木工程学校及格伦莫尔的一所多科技术学校,这些学校由于内战冲击很快关停,未在美国工程教育史上产生太大影响。
⑥ 19世纪早期,新兴理学士项目不同于传统文学士项目之处在于,不再对古典语言科目做入门性要求,课程体系中,英语(或其他现代语言)、自然科学及工程类科目取代传统古典语言类课程和哲学课程。
[2] 彭静雯.高等工程教育改革:对学科规训的突围[M].北京:社会科学文献出版社,2014:7-8.
[3] MANN C R.A study of Engineering Education[M].Boston:The Merry Mount Press,1918:3.
[4][8][9] GRAYSON L P.A Brief History of Engineering Education in the United States[J].Engineering Education,1979:375,376,376.
[5] MILLER J.Pathways and Purposes of the “French Tradition” of Engineering in Antebellum America[J].Engineering Studies,2013:117-126.
[6] PICON S.The Engineer as Judge[M]//Artz F B.The Development of Technical Education in France,1500-1850.Cambridge:The MIT Press,1966:30.
[7][10][12][14][17][19] REYNOLDS T S.The Education of Engineers in America before the Morrill Act of 1862[J].History of Education Quarterly,1992:465,468,470,471,475,477.
[11] [13][15][18] SMITH H E.Historical Development of Technical Education in the First Nine Colleges Founded in the United States[M].New York:New York University Press,1940:221-225,193-195,226-231,181-191.
[16] REZNECK S.Education for a Technological Society[M].New York:Troy Press,1968:71-72.
[20] KIMBALL B.The Inception of Modern Professional Education:C.C.Langdell,1826-1906[M].Chapel Hill:The University of North Carolina Press,2009:8.
[21] 伊里奇.非学校化社会[M].吴康宁,译.台北:桂冠图书出版公司,1997:24.
[22] 杜威.我的教育信条[M].彭正梅,译.上海:上海人民出版社,1997:24.
① professional education译为“专门职业教育”而非“专业教育”,是因为“专业”在中文语境中已形成特定教育学意涵,是对专门化教育制度的指称,英文profession所指并非教育制度,而是对特定职业的范畴称谓,professional education是对这类特定职业准备性教育的指称,“专门职业教育”不易引起误解。
② 王沛民2013年《中国工程教育研究:式微与复兴》对高等工程人才培养“四化”的批评,有培养目标“去工化”,培养过程“学术化”、“娱乐化”等;朱高峰、顾秉林、吴启迪等均在不同场合对中国高等工程教育赋能不足问题提出过批评,如“科学导向、模式单一”“实践缺乏、能力缺失”“缺少实践训练”“追求论文,按科学家的培养方式而不是工程师的培养方式来进行工程教育”等。
③ 医学、法学教育的专门称谓“私立专科学校”(proprietary school),据布鲁贝克等考证,是从行业学徒制传统转化而来,是学徒制的自然演进。不同专门职业对学校化专门职业教育的控制力产生影响,反过来影响职业本身的专业化水平及其准备性教育的社会地位。虽然19世纪上半叶美国工程教育院校化传统始兴,但行业占据主导地位的人才供给模式仍是学徒制。
④ 分别是弗吉尼亚军事学校(Virginia Military Institute,1839)、希塔戴尔军事学校 (Citadel,1843)、美国海军学校(U.S.Naval Academy,1845)、科学和军事学院(Scientific and Military Collegiate Institute,1850)、国家科学和军事学校(National Scientific and Military Academy,1853)及威明顿学校(Wilmington School,1856)。
⑤ 分别是宾夕法尼亚多科技术学院(Polytechnic College of Pennsylvania,1853)、布鲁克林多科技术学校(Brooklyn Polytechnics,1855)、库柏联合学校(Cooper Union,1859),及克利夫兰的一所土木工程学校及格伦莫尔的一所多科技术学校,这些学校由于内战冲击很快关停,未在美国工程教育史上产生太大影响。
⑥ 19世纪早期,新兴理学士项目不同于传统文学士项目之处在于,不再对古典语言科目做入门性要求,课程体系中,英语(或其他现代语言)、自然科学及工程类科目取代传统古典语言类课程和哲学课程。