作　　者： ;

机构地区： 华南师范大学教育科学学院

出　　处： 《中国高教研究》 2012年第2期38-42,共5页

摘　　要： 建国后的教育学曾长期"被"意识形态化,缺乏独立性。从布迪厄的场域理论来看,教育学独立性的长期缺失实际上是由政治、经济场域等其他社会领域对教育学场域支配所致,基本中介是那些并非完全根据教育学知识的规定性及增长逻辑而建立起来的学术制度。据此,教育学研究者应首先将关注视角转换到其自身的学术研究上来,而不是依附于其他社会政治经济的需求。在具体的研究中应科学地建构起研究对象,确立新的研究方法观,以增进和捍卫教育学的独立性。 The pedagogy is lack of independence with ideology for a long run Republic of China （PRC）. In light of the Field Theory from Pierre Bourdieu, educational independence is caused by the domination of other social factors such The academic system as a basic medium is unlikely constructed by predetermined since the founding of People＇ s the long-term deficiency of as politic and economic fields. knowledge and growth logic in pedagogy. Thus, the educational researcher should primarily change the perspective and pay attention to academic research in itself rather than depend on the demand about policy and economy in society. The practical study should scientifically construct the object of study, establish the new methodology in order to nromote and maintain the independence for pedagogy.

关 键 词： 教育学 意识形态化 独立性 学术标准 场域

领　　域： [文化科学] [文化科学] [文化科学]