从“激进”到“保守”:麦克·扬课程社会学思想的转向  

From"Radical"to"Conservative":The Turn of Michael Young’s Curriculum Sociology Theory

作　　者：徐巍[1] 赵培培 XU Wei;ZHAO Pei-pei

机构地区：[1]河北师范大学教育学院,河北石家庄050020

出　　处：《天津市教科院学报》2022年第1期14-20,27,共8页Journal of Tianjin Academy of Educational Science

基　　金：2021年度河北省高等学校人文社会科学研究项目“教育权力机制与社会创造力关系研究”(SY202152)。

摘　　要：英国教育社会学家麦克·F.D.扬,作为20世纪70年代英国新教育社会学的代表人物之一,其课程社会学思想在20世纪80年代之后发生了从"激进"的社会建构主义到"保守"的社会实在主义的巨大转变。这种转变既源于扬对自身经历及南非教育改革实践的反思,也包含着社会政治与文化环境变迁的影响。知识存在不同的类型,知识的"实在性"与"建构性"都体现和揭示了某种类型知识的特征及属性,过分强调某一方面而否定或忽视另一方面的教育知识观或课程论都是不完整、不正确的。扬虽然提出了教育知识与课程的"中间道路"主张,但并未对之加以充分阐述,亦未能发展成为其后期课程社会学思想的主要观点,这是颇为遗憾的。As one of the representatives of the British"New Sociology of education"in the 1970 s,Michael F.D.young,a British educational sociologist,changed his curriculum sociology thoughts from"radical"social constructivism to"conservative"social realism after the 1980 s.This change not only stems from Young’s reflection on his own experience and the practice of education reform in South Africa,but also includes the influence of the changes of social political and cultural environment.There are different types of knowledge,and the"reality"and"constructiveness"of knowledge reflect and reveal the characteristics and attributes of a certain type of knowledge.It is incomplete and incorrect to overemphasize one aspect and negate or ignore the educational knowledge view or curriculum theory of the other.It is a pity that although Yang put forward the idea of"the Middle Road"between educational knowledge and curriculum,he did not fully elaborate it,nor did he develop it into the main point of his later curriculum sociology thought.

关 键 词：麦克·扬 课程社会学 社会建构主义 社会实在主义 

分 类 号：G40-052[文化科学—教育学原理]