世界一流大学专业教育演进的逻辑——基于知识秩序转型视角的考察
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摘要
从中世纪大学到德国现代大学再到美国的一流研究型大学,知识秩序发生了两次重要转型,且每次转型都伴随着大学专业教育的深刻转变。世界一流大学专业教育的转变及其向现代社会的演进由两条主线交织而成:一是由知识的整全逻辑主导的专业教育渐变过程,二是由知识的等级地位逻辑主导的专业教育突变过程。世界一流大学专业教育演进的逻辑和规律为中国的"双一流"建设提供了重要启示。
From the medieval university to the Germany modern university, and then to the world-class research university in United States, two important transformations have taken place in aspect of knowledge order, each with the profound transformation of professional education. The transformation of world-class university professional education, and its evolution to modern society were interlaced by two lines: the gradual evolution of professional education, dominated by the logic of whole knowledge; and the abrupt transition of professional education, dominated by the logic of hierarchical knowledge. The evolution logic and law of the world-class university professional education could provide important revelation for the "double world-class" construction.
From the medieval university to the Germany modern university, and then to the world-class research university in United States, two important transformations have taken place in aspect of knowledge order, each with the profound transformation of professional education. The transformation of world-class university professional education, and its evolution to modern society were interlaced by two lines: the gradual evolution of professional education, dominated by the logic of whole knowledge; and the abrupt transition of professional education, dominated by the logic of hierarchical knowledge. The evolution logic and law of the world-class university professional education could provide important revelation for the "double world-class" construction.
引文
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[2][22][23][24][25] 伊曼努尔·康德. 论教育学:附系科之争[M]. 赵鹏,何兆武,译. 上海,上海人民出版社, 2005:61-64,62,65,70,63.
[3][4][5][6][7][8][11][12][14][16][17][18][19][20][21] 瓦尔特·吕埃格. 欧洲大学史(第一卷):中世纪大学[M]. 张斌贤等,译. 保定:河北大学出版社,2008:338,458,341,351-352,454-455,471,339,363,450,446,625-627,403,413,418,422.
[9][10][15] 雅克·韦尔热. 中世纪大学[M]. 王晓辉,译. 上海:上海人民出版社, 2007:47,88,45-46.
[13][31][32][33][34][35][36][38][39][40][41][42] HOWARD T A. Protestant Theology and the Making of the Modern German University[M]. Oxford:Oxford University Press, 2006:54-56,139-141,157,157,57-158,158,159,162,163,164,164,169.
[26][60][61][68][70][71][72][73][75][76][77] PARSONS T,PLATT G M. The American University[M]. Cambridge,Massachusetts:Harvard University Press,1973:183,227,228,234,232,236,237,238-239,247,248-249,249.
[27][28][29][30][49][50] 彼得·沃森. 德国天才1·德意志的命运大转折M]. 张弢,孟钟捷,译. 北京:商务印书馆,2016:82,84,83,84-85,174,171.
[37] 伊曼努尔·康德. 单纯理性限度内的宗教[M]. 李秋零,译. 北京:商务印书馆,2012:4.
[43][44][45][46][47][48][51] 瓦尔特·吕埃格. 欧洲大学史(第三卷):19世纪和20世纪早期的大学[M]. 张斌贤等,译. 保定:河北大学出版社,2008:591,592,598,599,600,605,606.
[52] 彼得·沃森. 德国天才2·受教育中间阶层的崛起[M]. 王志华,译. 北京:商务印书馆,2016:20.
[53][54][57][62][63][64][65][66][67][69] 海尔格·诺沃特尼,彼特·斯科特,迈克尔·吉本斯. 反思科学:不确定性时代的知识与公众[M]. 冷民等,译. 上海:上海交通大学出版社,2011:244,244,245,246,241,251,253-254,262,256,245.
[55][56][58][59][74] RUEGG W. A History of the University in Europe(Volume 3):Universities in the Nineteenth and Early Twentieth Centuries (1800-1945) . Cambridge:Cambridge University Press, 2004:373,369,363,370,372.