英国教育社会学学科发展历程反思——对教育社会学研究问题领域的探寻
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摘要
教育社会学研究方式的核心在于其对教育现实的特定的"问题化"的方式,由此确立起该学科相对独到的研究问题领域及基本理论范式。英国的教育社会学研究在发展过程中所建构出的研究问题聚焦及由此所形成的理论范式代表着教育社会学研究的一种方向。对教育获得与家庭背景之显性关联的聚焦;对教育实践问题的深度洞察;对教育治理与教育政策的批判性审视;以及对教育之民主改进与社会重建的总体探讨,是英国教育社会学在发展过程中所确立的主要问题领域。以伯恩斯坦及扬为代表的对教育实践问题的社会学洞察代表着教育社会学思想的大成。这可为当今中国教育社会学的学科发展提供启示与借鉴。
The"problematicitization"approach to educational reality is at the core of the research approaches of the sociology of education,based on which the research fields and the basic theoretical paradigms of this discipline were established.The focus on research questions and the form of theoretical paradigm in the process of educational sociological research represent a trend of the educational sociological research.The research fields established in the development process of the educational sociological research in UK include the focus on the relation between educational attainment and student family background,the deep insight into the social practice,the critical review of education management and policies,and the overall enquiries into the democratic improvement of education and social reconstruction.The sociological insights into pedagogical content and practice by Basil Bernstein as well as by Michael Young are of high value,which could have great implications for the development of the sociology of education in China.
The"problematicitization"approach to educational reality is at the core of the research approaches of the sociology of education,based on which the research fields and the basic theoretical paradigms of this discipline were established.The focus on research questions and the form of theoretical paradigm in the process of educational sociological research represent a trend of the educational sociological research.The research fields established in the development process of the educational sociological research in UK include the focus on the relation between educational attainment and student family background,the deep insight into the social practice,the critical review of education management and policies,and the overall enquiries into the democratic improvement of education and social reconstruction.The sociological insights into pedagogical content and practice by Basil Bernstein as well as by Michael Young are of high value,which could have great implications for the development of the sociology of education in China.
引文
[1]FLOUD,J.Sociology and Education[J].The Sociological Review Monograph,1961(4):60.
[2]GEOFF WHITTY.Making Sense of Education Policy[M].London:Paul Chapman Publishing,2002:3.
[3]GEOFF WHITTY.Social Theory and Education Policy:The Legacy of Karl Mannheim[J].British Journal of Sociology of Education,1997(2):154.
[4]MANNHEIM,K.AND STEWART,W.A.C.An Introduction to the Sociology of Education[M].London:Routledge and Kegan Paul,1962.
[5]闫引堂.曼海姆教育社会学思想述评[M]//纪念《教育史研究》创刊二十周年暨中国教育史研究六十年学术研讨会论文集,北京,2009年9月:809-812.
[6]GEOFF WHITTY.A Life with the Sociology of Education[J].British Journal of Educational Studies,2012,60(1):65-75.
[7]STEPHEN J.BALL.Some sociologies of education:a history of problems and places,and segments and gazes[J].The Sociology Review,2008,56(4):650-669.
[8]FLOUD,J.,HALSEY,A.H.AND MARTIN,F.Social Class and Educational Opportunity[M].London:Heinemann,1956.
[9]FLOUD,J.,HALSEY,A.H.A trend Report and Annotated Bibliography of the Sociology of Education[J].Current Sociology,1958(1).
[10]A.H.HALSEY,JEAN FLOUD&C ARNOLD AN-DERSON.Education,Economy,and Society:A Reader in the Sociology of Education[M].New York:Free Press,1961.
[11]A.H.HALSEY.The Sociology of a Life[M]//ALANR.SADOVNIK&RYAN W.COUGHLAN.Le-aders in the Sociology of Education:Intellectual Self-Portaits.Rotterdam:Sense Publishers,2016:101-114.
[12]MICHAEL F.D.YOUNG.Introduction:Knowledge and Control[M]//MICHAEL F.D.YOUNG.Knowledge and Control:New Directions for the Sociology of Education.London:Collier-Macmillan.1971:1-18.
[13]ROGER DALE.Shaping the Sociology of Education over Half-a-Century[M]//Jack Demaine.Sociology of Education Today,Palgrave Publishers Ltd.Hampshire and New York.2001:5-29.
[14]GEOFF WHITTY.Sociology and School Knowledge:Curriculum Theory,Research and Politics[M].London:Methuen,1985.
[15]BASIL BERNSTEIN.Class,Codes and Control[M]//Towards a Theory of Educational Transmissions.2nd edition.London:Routedge&Kegan Paul,1975.
[16]巴兹尔·伯恩斯坦.教育、符号控制与认同[M].王小凤,等译.宇文利,校.北京:中国人民大学出版社,2016.
[17]MOORE,R.AND MULLER,J.The discourse of“voice”and the problem of knowledge and identity in the sociology of education[J].British Journal of Sociology of Education,1999(20):189-206.
[18]MICHAEL F.D.YOUNG.Bringing Knowledge Back[M]//From social constructivism to social realism in the sociology of education.London:Routledge,2008:3-17.
[19]许甜.从社会建构主义到社会实在论---麦克·扬思想转向研究[D].北京:清华大学,2016:161.
[20]MICHAEL YOUNG,DAVID LAMBERT,CAROLYNROBERTS,MARTIN ROBERTS.Knowledge and the Future School:Curriculum and Social Justice[M].Bloomsbury,London,2014:15-18.
[21]STEPHEN J.BALL.Continuity and Change:The Making of a Neoliberal Academic Subject[M]//ALAN R.SADOVNIK,RYAN W.COUGHLAN.Leaders in the Sociology of Education:Intellectual Self-Portraits.Rortterdam:Sense Publishers,2016:13-27.
[22]STEPHEN J.BALL.The Sociology of Education:ADisputational Account[M]//STEPHEN J.BALL.Sociology of Education:Major Themes.London and New York:Routledge Falmer,2000:General Introduction xxxi.
(1)如杰夫·惠迪(Geoff Whitty)所说,“尽管英国教育社会学研究历经多次转折并曾短暂地涉猎到其它问题,但有关‘工人阶级失败’的问题始终是关注问题的中心”。[6]66
(2)英国教育社会学研究中的“政治算术传统(political arithmetic tradition)”可追溯到20世纪30年代后期的人口研究,代表人物是伦敦经济学院的社会生物学教授霍格本(Lancelot Hogben)。[7]
(1)这三本文集分别为:Halsey,A.H.,Floud,J.&Anderson,C.A.(Eds.)(1961).Education,economy,and society:A reader in the sociology of education.New York:The Free Press.;Kalabel,J.&Halsey,A.H.(Eds.)(1977).Power and ideology in education.New York:Oxford University Press.;Halsey,A.H.,Lauder,H.,Brown,P.&Wells,A.S.(Eds.)(1997).Education:Culture,economy,and society.Oxford:Oxford University Press.
[2]GEOFF WHITTY.Making Sense of Education Policy[M].London:Paul Chapman Publishing,2002:3.
[3]GEOFF WHITTY.Social Theory and Education Policy:The Legacy of Karl Mannheim[J].British Journal of Sociology of Education,1997(2):154.
[4]MANNHEIM,K.AND STEWART,W.A.C.An Introduction to the Sociology of Education[M].London:Routledge and Kegan Paul,1962.
[5]闫引堂.曼海姆教育社会学思想述评[M]//纪念《教育史研究》创刊二十周年暨中国教育史研究六十年学术研讨会论文集,北京,2009年9月:809-812.
[6]GEOFF WHITTY.A Life with the Sociology of Education[J].British Journal of Educational Studies,2012,60(1):65-75.
[7]STEPHEN J.BALL.Some sociologies of education:a history of problems and places,and segments and gazes[J].The Sociology Review,2008,56(4):650-669.
[8]FLOUD,J.,HALSEY,A.H.AND MARTIN,F.Social Class and Educational Opportunity[M].London:Heinemann,1956.
[9]FLOUD,J.,HALSEY,A.H.A trend Report and Annotated Bibliography of the Sociology of Education[J].Current Sociology,1958(1).
[10]A.H.HALSEY,JEAN FLOUD&C ARNOLD AN-DERSON.Education,Economy,and Society:A Reader in the Sociology of Education[M].New York:Free Press,1961.
[11]A.H.HALSEY.The Sociology of a Life[M]//ALANR.SADOVNIK&RYAN W.COUGHLAN.Le-aders in the Sociology of Education:Intellectual Self-Portaits.Rotterdam:Sense Publishers,2016:101-114.
[12]MICHAEL F.D.YOUNG.Introduction:Knowledge and Control[M]//MICHAEL F.D.YOUNG.Knowledge and Control:New Directions for the Sociology of Education.London:Collier-Macmillan.1971:1-18.
[13]ROGER DALE.Shaping the Sociology of Education over Half-a-Century[M]//Jack Demaine.Sociology of Education Today,Palgrave Publishers Ltd.Hampshire and New York.2001:5-29.
[14]GEOFF WHITTY.Sociology and School Knowledge:Curriculum Theory,Research and Politics[M].London:Methuen,1985.
[15]BASIL BERNSTEIN.Class,Codes and Control[M]//Towards a Theory of Educational Transmissions.2nd edition.London:Routedge&Kegan Paul,1975.
[16]巴兹尔·伯恩斯坦.教育、符号控制与认同[M].王小凤,等译.宇文利,校.北京:中国人民大学出版社,2016.
[17]MOORE,R.AND MULLER,J.The discourse of“voice”and the problem of knowledge and identity in the sociology of education[J].British Journal of Sociology of Education,1999(20):189-206.
[18]MICHAEL F.D.YOUNG.Bringing Knowledge Back[M]//From social constructivism to social realism in the sociology of education.London:Routledge,2008:3-17.
[19]许甜.从社会建构主义到社会实在论---麦克·扬思想转向研究[D].北京:清华大学,2016:161.
[20]MICHAEL YOUNG,DAVID LAMBERT,CAROLYNROBERTS,MARTIN ROBERTS.Knowledge and the Future School:Curriculum and Social Justice[M].Bloomsbury,London,2014:15-18.
[21]STEPHEN J.BALL.Continuity and Change:The Making of a Neoliberal Academic Subject[M]//ALAN R.SADOVNIK,RYAN W.COUGHLAN.Leaders in the Sociology of Education:Intellectual Self-Portraits.Rortterdam:Sense Publishers,2016:13-27.
[22]STEPHEN J.BALL.The Sociology of Education:ADisputational Account[M]//STEPHEN J.BALL.Sociology of Education:Major Themes.London and New York:Routledge Falmer,2000:General Introduction xxxi.
(1)如杰夫·惠迪(Geoff Whitty)所说,“尽管英国教育社会学研究历经多次转折并曾短暂地涉猎到其它问题,但有关‘工人阶级失败’的问题始终是关注问题的中心”。[6]66
(2)英国教育社会学研究中的“政治算术传统(political arithmetic tradition)”可追溯到20世纪30年代后期的人口研究,代表人物是伦敦经济学院的社会生物学教授霍格本(Lancelot Hogben)。[7]
(1)这三本文集分别为:Halsey,A.H.,Floud,J.&Anderson,C.A.(Eds.)(1961).Education,economy,and society:A reader in the sociology of education.New York:The Free Press.;Kalabel,J.&Halsey,A.H.(Eds.)(1977).Power and ideology in education.New York:Oxford University Press.;Halsey,A.H.,Lauder,H.,Brown,P.&Wells,A.S.(Eds.)(1997).Education:Culture,economy,and society.Oxford:Oxford University Press.