“社会学想象力”与教育社会学研究范式的整合  

“Sociological Imagination” and Research Paradigm Integration for Sociology of Education

作　　者：张燕婷[1,2] 赵洪萍 ZHANG Yanting;ZHAO Hongping

机构地区：[1]东莞理工学院法律与社会工作学院,广东东莞523808 [2]台湾师范大学教育学系,中国台湾台北106

出　　处：《济南大学学报（社会科学版）》2021年第3期122-130,160,共10页Journal of University of Jinan:Social Science Edition

基　　金：广东省哲学社会科学规划项目“中小学反‘校园欺凌’的社会工作干预模式研究”(项目编号:GD20CSH05)的阶段性成果。

摘　　要：教育社会学研究存在微观与宏观两种取向。前者关注行动,多以符号互动论、俗民方法论为代表,强调教育中的微观行为研究;后者关注结构,多以功能论、新马克思主义、结构主义及后结构主义为代表,主张对教育的结构以及功能作出整体性的解释。然而,目前较多研究在采用两种研究范式时,要么过于关注微观细节,要么过于强调整体结构的决定力量,都未能真正突破微观与宏观之间的整合,更遑论完整的理论建构。米尔斯(Charles Wright Mills)"社会学想象力"不仅是一种心智品质,也是一种研究方法,它所强调的在宏观理论不同层次和微观经验材料之间穿梭的观点,为教育社会学研究的宏观和微观取向的范式整合提供了可能路径,具有重要的方法论意义。There are two orientations in the research for sociology of education: the micro paradigm and the macro paradigm. The former pays more attention to action, mostly represented by symbolic interactionism and ethnomethodology, emphasizing the study of micro-behavior in education. The latter pays more attention to structure, mostly represented by functionalism, neo-Marxism, structuralism and post-structuralism, and advocates a holistic explanation of the structure and function of education. However, when adopting the two paradigms, many researches either pay too much attention to the micro details or over emphasize the decisive power of the overall structure, thus failing to really integrate the micro and macro paradigms, let alone complete theoretical construction. Charles Wright Mills' "sociological imagination" is not only a kind of mental quality, but also a kind of research method. It emphasizes the idea of shuttling between different levels of macro theory and micro empirical materials, which provides a possible path for the integration of the macro and micro paradigms in research for sociology of education, and therefore has important methodological significance.

关 键 词：社会学想象力 教育社会学 研究范式 

分 类 号：C913.4[经济管理]