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| 论学科内生发展逻辑:从知识生产演化到学科制度生成 |
| On Discipline Endogenous Development Logic: From Knowledge Production to Discipline System Generation |
| 投稿时间：2020-02-29 |
| DOI：10.19834/j.cnki.yjsjy2011.2020.03.11 |
| 中文关键词: 学科发展;知识生产;制度化;内生逻辑 |
| 英文关键词: discipline development;knowledge production;institutionalization;endogenous logic |
| 基金项目:江苏省教育科学"十三五"规划2020年度重点课题"江苏省高校学科专业结构布局与调整研究"（B-b/2020/01/37） |
| 作者 | 单位 | | 田贤鹏 | 江南大学 田家炳教育科学学院, 江苏 无锡 214122 |
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| 摘要点击次数: 1965 |
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| 中文摘要: |
| 现代意义上的"学科"是知识生产演化的制度化建构产物。在生产实践新需求与科学技术新动力的助推下，基于学科的知识生产方式始终在不断变革和发展，其所蕴含的知识内容与结构也相应地处在动态变化的过程之中。从根本上看，学科是相对稳定且独立的规范化知识体系，缘起于持续的知识生产创新和积累。但经过制度化建构的学科会随着知识内容与结构的分化和重组而突破既有框架体系，继而推动新的学科生成。从内生逻辑看，学科制度建设并不是目的，而是服务于知识生产创新的途径和手段。促进学科发展需充分关照知识生产演化的内生逻辑，保障高校的学术自治主体地位，落实办学自主权；塑造基于学术的知识生产创新文化，维护学术自由权；突显学科知识的实质增长与贡献，变革学术评价制度。 |
| 英文摘要: |
| In the modern sense, "discipline" is an institutionalized product from the evolution of knowledge production. Driven by new demands for production practice and the new power of science and technology, the knowledge production modes based on disciplines are always changing in the development, and the content and structure of knowledge contained in them are also in the process of a dynamic change. Fundamentally speaking, a discipline is a relatively stable and independent standardized knowledge system that originates from the innovation and accumulation of knowledge production. However, disciplines constituted through institutionalization usually break through the existing framework with the differentiation and reorganization of knowledge content and structure, and then generate new disciplines. In the perspective of endogenous logic, the construction of a discipline system is not an end, but a way and means to serve the innovation of knowledge production. The author suggests that when promoting the development of disciplines, we should pay full attention to the endogenous logic of knowledge production evolution, ensure the dominant status of universities in exercising academic autonomy, and put into practice the right of universities to run school independently. In addition, we should create a culture of innovation based on academic knowledge production, safeguard the right of academic freedom, highlight the substantial growth and contribution of discipline knowledge, and ensure the implementation of school-running autonomy. |
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