麦克·扬的社会实在论思想初探  

An Exploration on Michael Young's Social Realism Thoughts

作　　者：张新亮 石艳 ZHANG Xinliang;SHI Yan(Faculty of Education,Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《外国教育研究》2018年第12期33-43,共11页Studies in Foreign Education

基　　金：国家社会科学基金全国教育科学规划一般项目"教师知识共享因素与支持系统"(项目批准号:BAA150015)

摘　　要：麦克·扬提出的社会实在论旨在解决由"新教育社会学"带来的知识的社会建构与其客观性之间的矛盾,这一矛盾导致了教育社会学关于知识问题研究的困境。社会实在论为走出当前的研究困境提供了一种可能,其主张知识的社会建构与其客观性之间具有内在一致性,知识是一个独特的范畴。麦克·扬批判继承了涂尔干"知识是如何分化"和伯恩斯坦"知识是如何发展"的观点,为知识的社会学研究提供了一种可行方案。在此基础上,麦克·扬提出"强有力的知识"的概念,把学科知识作为强有力的知识的表现形式,对课程知识选择具有一定的理论价值;他把学科知识作为课程知识选择的起点,并赋予学科知识重要的社会功能,即促进社会公平公正。Social Realism which Michael Young proposed aims to solve the contradiction between the social construction of knowledge and its objectivity brought by "New Sociology of Education".This contradiction leads to the dilemma of the study of knowledge in the sociology of education.The Social Realism provides a possibility to get out of the current research dilemma,which holds that there is an inherent consistency between the social construction of knowledge and its objectivity,and knowledge is a distinctive category.Michael Young criticizes the ideas of Durkheim's "how knowledge is differentiated"and Bern- stein's "how knowledge is developed",providing a feasible solution for the sociological approach to knowledge.Moreover,Michael Young put forward the concept of "powerful knowledge"and used the discipline knowledge as a form of the powerful knowledge,which has certain theoretical value in the selection of curriculum knowledge.It regards the disciplinary knowledge as the starting point of curriculum knowledge selection and gives the disciplinary knowledge an important social function which is to promote social equity and justice.

关 键 词：麦克·扬 课程社会学 社会实在论 强有力的知识 学科知识 

分 类 号：G40-01[文化科学—教育学原理]