社会学对通识教育的承诺:米尔斯《社会学的想象力》中的三个面向  

Sociology's Promise on Liberal Education:Three Aspects in Mills’The Sociological Imagination

作　　者：孙飞宇[1,2] Sun Feiyu

机构地区：[1]北京大学社会学系 [2]北京大学元培学院

出　　处：《中国社会科学院大学学报》2023年第2期36-61,161,共27页Journal of University of Chinese Academy of Social Sciences

基　　金：国家社会科学基金一般项目“对中国大学生群体社会心态的精神分析维度研究”(21BSH027)的阶段性成果。

摘　　要：本文将米尔斯《社会学的想象力》这一文本置于其本人的思想发展史之中,发现“社会学的想象力”这一主张同时也是其通识教育思想的体现。在通识教育研究的视野下,这一思想主要体现在以下三个方面:首先,对“焦虑”和“不安”的回应贯穿全书,是米尔斯对社会学的直接期待;其次,理性与自由的承诺最终意味着《社会学的想象力》将社会学视为一种公共实践;最后,该书与韦伯《科学作为天职》这一演讲之间在结构和主张上都存在深入的关系,堪称《科学作为天职》的美国版本。这三重面向同时也代表着社会学的学科传统能带给普遍意义上之大学教育的宝贵思考资源。This paper put C.W.Mills’book The Sociological Imagination within history of his own thought development,and finds out that the claim of“sociological imagination”also reflects his thoughts of liberal education.Within the horizon of liberal education,there are three aspects that reflect Mills’thoughts of liberal education in this book.First,there is a confrontation with“anxiety”and“uneasiness”throughout the whole book,and this confrontation is Mills’direct expectation for sociology;second,the promise of reason and freedom means that The Sociological Imagination takes sociology as a public practice;finally,this book is very similar with Weber's lecture Science as a Vocation in terms of structure and claim,and can be taken as an A merican version of Science as a Vocation.The three aspects are also what the tradition of sociology can bring to general university education.

关 键 词：《社会学的想象力》 通识教育 社会学 

分 类 号：C91[经济管理]