价值中立与价值关联的交织——教育社会学学科性质的一个内在焦虑  

The Interweavement between Value Neutrality and Value Relevance——An Internal Anxiety in Disciplinary Nature of Sociology of Education

作　　者：程天君[1] 

机构地区：[1]南京师范大学教育社会学研究中心

出　　处：《教育研究》2010年第12期44-50,共7页Educational Research

基　　金：全国教育科学"十一五"规划2008年度国家青年基金课题"社会转型与政治教育变革的社会学研究"(课题批准号:CAA080213);江苏高校哲学社会科学重点研究基地南京师范大学教育社会学研究中心重大项目"教育社会学理论发展研究"的阶段性研究成果

摘　　要：教育社会学研究解不开价值中立与价值关联的交织,没有彻底脱离价值判断的事实判断,也没有彻底脱离事实判断的价值判断,纯粹的"事实学科论"与纯粹的"规范学科论"因而均显露合理性危机。从学科自立的角度看,教育社会学的学科性质必须是也只能是"事实学科论"("事实与规范兼有学科论"亦显露合理性危机),但这又不可能。由此,教育社会学学科性质面临一个内在焦虑。价值中立与价值关联的交织产生教育社会学学科性质之主流取向抉择上的"一个或所有"式的结果:要么无所谓主流,要么就是"事实学科论"。在向着"事实学科论"目标迈进的方向与道路上,需要也只能保持"尽量的"价值中立和"最接近的"事实学科论的态度。The study of sociology of education can not evade the interweavement between value neutrality and value relevancy, which means there is no the fact-based judgment that completely separated from the value-based judgment , vice versa. As a result, reasonable crises have become visible both in the pure ＂fact discipline theory＂ and the pure ＂normative discipline theory ＂ . It is necessary to insist on the ＂fact discipline theory＂ in order to keep the academic nature and self-independence of sociology of education （so the reasonable crises of the ＂ fact combining normative discipline theory ＂ also appear）, but it is impossible. Therefore, an internal anxiety occurs in the discipline nature of sociology of education. As for the pursuit of disciplinary nature of sociology of education, this interweavement brings about a ＂ one or all ＂ result, i.e., either no mainstream or just the ＂ fact discipline theory ＂ . In the process toward the ＂ fact discipline theory＂, we should and only can hold the attitude of the value neutrality as much as possible and the ＂fact discipline theory＂ as proximate as possible.

关 键 词：教育社会学 学科性质 价值中立 价值关联 

分 类 号：G40-052[文化科学—教育学原理]