摘要
多学科的"联合",其行动单位依然还是"学科",而不是"学科间"或"跨学科"。困扰中国教育学的核心问题,不是森严的学科边界所造成的思想桎梏,反而是学科边界意识淡漠所导致的"无立场"陈述。教育学学科边界的确立,最核心的问题是教育学者学科自我意识的觉醒与学科认同感的强化。
The starting point of multi-disciplinary cooperation is not interdisciplinary,but discipline.The key problem troubling Chinese education is not the thought fetter caused by strict disciplinary boundary,but the non-standpoint state due to the shortage of consciousness of disciplinary boundary.The most important problem is the awakening of consciousness of disciplinary boundary and reinforcement of discipline identity to establish the discipline boundary of education.
出处
《教育发展研究》
CSSCI
北大核心
2010年第24期31-35,共5页
Research in Educational Development
基金
作者主持的教育部人文社会科学青年基金项目"学术.体制.人--体制化时代的教育学者与中国教育学研究"(09YJC880090)的阶段性成果
关键词
学科边界
跨学科
学科认同
disciplinary boundaries
inter-discipline
discipline identity
