“全球化与高等教育”的三种研究范式  

Three Paradigms of Research on Globalization and Higher Education

作　　者：黄芳 HUANG Fang(Institute of Education,Xiamen University,Xiamen Fujian 361005)

机构地区：[1]厦门大学教育研究院,福建厦门361005

出　　处：《比较教育研究》2023年第5期42-51,共10页International and Comparative Education

基　　金：福建省社会科学基金项目2021年度一般项目“构建‘全球课堂’推动高等教育‘在地国际化’的价值与策略研究”(项目编号:FJ2021B207)。

摘　　要：“全球化与高等教育”是国际教育学界的一大研究领域,依据库恩的范式理论和社会科学领域的既有研究成果,可以将其归纳为“现代化范式”“批判范式”和“制度范式”。三种范式包含各自的本体论、认识论、方法论、基本理论假设、研究主题和基本政策纲领,分别代表了“自由化的全球化”“不平等的全球化”和“制度化的全球化”三种研究取向。在中国高等教育语境中三种范式之间存在“否定之否定”的内在逻辑,制度范式是前两种范式矛盾对立的辩证统一。全球化时代的中国高等教育需要更深刻地理解和剖析对外开放与自主发展之间的关系,制度范式为思考如何化解“跟跑”焦虑和摆脱“亦步亦趋”的发展惯性提供了一种可能性。"Globalization and higher education" is an important field of research in international educational circles.According to Kuhn's paradigm theory and existing research in social sciences,it can be summarized as"modernization paradigm","critical paradigm"and"institutional paradigm".Three paradigms contain their own ontology,epistemology,methodology,basic theoretical assumptions,research topics and basic policy agendas,and represent"liberalized globalization","unequal globalization"and"institutionalized globalization"respectively as three research orientations.In the context of Chinese higher education,there is an internal logic of"negation of negation"among the three paradigms,and the institutional paradigm is the dialectical unity of the contradictions and oppositions of the first two paradigms.Chinese higher education in the era of globalization needs a deeper understanding and analysis of the relationship between opening up and independent development.The institutional paradigm provides a way to think about how to resolve the anxiety of following the developed countries'models and get rid of the inertia of imitation and copying.

关 键 词：全球化 高等教育 研究范式 制度范式 

分 类 号：G640[文化科学—高等教育学]