摇晃的钟摆:西方比较教育研究范式的演进——基于知识-权力视角的解读  

A Shaking Pendulum: The Evolution of the Comparative Education Research Paradigm in the West World——Interpretation Based on the Perspective of Knowledge-power

作　　者：贾瑞棋 JIA Ruiqi(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2023年第2期12-22,共11页International and Comparative Education

摘　　要：自19世纪初开始,西方比较教育研究范式的演进呈现出徘徊于科学主义和解释主义之间的“钟摆轨迹”。基于知识-权力视角的解读,可以发现:在朱利安与萨德勒时期,民族国家政府的强制性权力推动比较教育研究范式的产生及其解释主义转向;在20世纪60年代,作为学科规训的制度性权力推动比较教育研究范式的科学主义转向;在20世纪80年代,伴随着左与右的争论,作为意识形态的结构性权力又推动了解释主义比较教育研究范式的发展;而从20世纪末至今,随着生产性权力的扩散,比较教育研究则呈现出一种范式的多元主义取向和方法论的个人主义取向。研究范式演进的“钟摆轨迹”启示比较教育研究者不仅要突破个人局限性,认识到研究范式选择背后所蕴含的知识-权力关系,而且还要锚定自身的范式立场,形成学术共同体内的自觉意识。Since the beginning of 19th century, the evolution of the Western comparative education research paradigm has shown a "pendulum trajectory" which hovering between scientism and interpretivism. Based on the interpretation from the perspective of knowledge-power, it can be found that: in the period of Jullien and Sadler, the compulsory power of the nation-state government promoted the emergence of the comparative education research paradigm and its interpretive turn;in the 1960s, the institutional power of discipline promotes the scientism turn of the comparative education research paradigm;in the 1980s, accompanied by the debate between left and right, the structural power as ideology promotes the interpretive turn of the comparative education research paradigm;from the end of the twentieth century to the present, with the spread of productive power, comparative education research has shown a paradigmatic pluralism orientation and a methodological individualism orientation. The "pendulum trajectory" of research paradigms suggests that comparative education researchers should break through individual limitations and recognize the knowledge-power relationship behind the choice of research paradigm. They could also anchor their own paradigm positions and form an academic community consciousness.

关 键 词：比较教育研究范式 知识-权力 科学主义 解释主义 

分 类 号：G40-059.3[文化科学—教育学原理]