摘要
"集体性知识",作为中国教育改革的一种解释框架,更多是看问题的整体视角:从整体关照的角度,凝视精神产品生产方式对社会活动、对群体间的关系、对人的精神状况所形成的错综复杂与跌宕纵横;更多是一个过程:以某些特殊方式,诠释教育改革的不断阅读、重新发现、一再开始;更多具有方法意义:构成最一般的分析背景,是理论构想的来源与经验研究的实际范域。在这样的理解下,知识、集体、理论资源也更兼备丰厚与拓展的性格。
Collective knowledge, as an explanatory framework of the Chinese educational innovation, is more likely to be an integral angle of view to investigate issues and problems. From the perspective of general care, it explores the complicated influence of the productive methods of the spiritual products on social production, inter-group relationship, and individual spiritual status quo. In addition, the collective knowledge is also a kind of process. It interprets the re-examination, rediscovery, and restarting of the ed- ucational innovation with certain special methods. Furthermore, the collective knowledge implies significance of methodology. It constitutes the most general analytical background, forms the origin of theoretical construction and the fields of empirical research. With this understanding, the knowledge, collectivity, and theoretical resources bear the characteristics of abundance and extension.
出处
《教育学报》
CSSCI
北大核心
2009年第5期34-41,共8页
Journal of Educational Studies
关键词
集体性知识
整体视角
过程
方法意义
社会学
collective knowledge
integral angle
process
methodology
sociology
