权力博弈下高等教育评估合法性研究

【作者】 刘吉林；

【导师】 王坦；

【作者基本信息】 山东师范大学 ， 教育学原理， 2011， 博士

【摘要】 纵观我国高等教育评估的实践历程和理论研究历程,可以发现,在相当长的时间里,高等教育评估具有天然的正当性或者是合法性,很少有人怀疑高等教育评估本身所具有的合理性乃至合法性。但是我国以高等学校本科教学评估为代表的高等教育评估却引起了人们的强烈批评和质疑,人们开始怀疑评估结果的正当性,也就是说,通过正规化、专门化、专业化的评估得到的结果与社会舆论实际上对高等教育质量的认可之间出现了反差。经由高等教育评估结果反差的存在,我们开始逐步上溯、追寻出现这种反差的根源,开始反思高等教育评估中的评价指标、评价主体、评价手段、评价过程、评价结果的使用等等方面的合理性问题,最终便导致了对于高等教育评估本身的合法性的追问。权力博弈下的高等教育评估是高等教育评估的事实存在,基于权力博弈的高等教育评估则非常有可能沦为权力博弈的工具,此一工具在世俗利益的支配下,以促进高等教育发展的名义形成权力共谋,遮蔽高等教育本身,谋取最大世俗利益。我认为,知识真理的获得和发展应当成为高等教育存在的本质,同时也需要成为高等教育评估的合法性根源。因为只有知识真理的存在和发展,才能为满足国家、社会和个人的效用价值而提供理性基础和智慧保障,同时也能满足高等教育本身的存在和发展需要。如果离开了知识真理的获取、保存和创造,高等教育也就不能成其为高等教育,高等教育评估就会失去其合法性。合法性追问在高等教育评估中具有优先性,因为即使高等教育评估发展到利益相关者协商阶段,利益相关者如果注重的仍然是属于世俗的政治权力、经济利益、名誉利益的话,高等教育评估过程就有可能成为一种围绕“世俗利益”进行的权力共谋,通过这种共谋,虽然利益相关者各方的世俗利益得到满足,但是却失去了高等教育的本质属性,高等教育本身被遮蔽,依赖于高等教育本身价值所在的长远利益也会受到损害。基于以上分析,提出了本研究的基本问题:经由权力博弈的视角揭示高等教育评估中的权力主体存在,分析他们之间的相互关系及其运行方式,同时揭示权力博弈分析固然能够厘清权力均衡和提出均衡模型,但是数学分析方法不能突出高等教育的特殊性,也就不能从根本上保证高等教育权力博弈的合法性存在;从历史和哲学的视角揭示高等教育评估的合法性及其根源,并阐明二者之间的关系;揭示高等教育评估中权力博弈的合法性表现;分析我国高等教育评估中权力博弈的不合法性表现;提出我国高等教育评估中权力博弈的合法性设想。通过这些问题的研究,有助于推进和完善教育评估元评价研究,有利于为批判和分析高等教育评估的合法存在提供基本的分析框架,有利于改进当前备受诟病的我国高等教育评估工作,建立有中国特色的高等教育保障机制。具体而言,有利于转变政府职能,从对高等学校的微观管理事务中解脱出来;有利于落实高等学校的学术自由,扩大高等学校的办学自主权;有利于高等学校面向社会和市场的需要办学,提高办学效益;有利于达成高等教育民主化、全球化的需求等。本研究共分七部分:“导论”:通过分析权力博弈这一高等教育评估的现实背景,指出了合法性在高等教育评估中的优先性,合法性追问是推动高等教育评估进步发展的基本动力,提出了研究的问题:权力博弈下的高等教育评估合法性研究;在进行文献综述的基础上,阐述了研究的理论价值和实践意义,厘清了研究的基本问题和研究方法。“第一章高等教育评估中权力主体及其博弈方式”:在分析高等教育评估和权力两个概念内涵的基础上,明确了高等教育评估权力主体和权力结构,并对权力结构进行了哲学分析,考察了高校权力博弈的表现形式;又在分析博弈论模型及其局限的基础上,提出了合法的权力博弈产生合法的高等教育评估的认识。“第二章高等教育评估权力主体的合法性根源”:指出在大学教育历史中形成的高等教育的存在本体——科学研究,是高等教育评估的合法性根源,高等教育的合法性存在是权力博弈的历史结果。“第三章高等教育评估中权力博弈的合法性表现”:重点分析了高等教育外部评估中政府权力主体、高校权力主体、评估机构权力主体之间的权力博弈,以及高等教育内部评估中的权力结构及其博弈形式。“第四章我国高等教育评估中权力博弈的合法性审视”:从历史出发,以合法性的视角审视了我国高等教育机构以及大学的权力结构的发展特点,和高等教育评估权力博弈的特点。“第五章我国高等教育评估权力博弈的走向”:根据前面几章的分析,提出要坚守大学存在之本体——大学精神,扎根大学本真,引领权力博弈的合法性,通过建立大学治理结构,积极开展中介性高等教育评估,实现高等教育评估主体共赢。“余论走向合法性的权力博弈下的高等教育评估”:思考当前的高等教育评估权力博弈的问题所在,提出应对如何建立起基于合法性的评估伦理和评估文化,实现高等教育质量的保障和提高,走向权力博弈合法性的高等教育评估等问题做更多的思考。更多还原

【Abstract】 By reviewing the history of China’s higher education evaluation in practice and theory research, we found that, for a very long time, higher education evaluation had natural legitimacy. People seldom suspected its rationality and validity. But recently, the higher education evaluation represented by undergraduate teaching evaluation has provoked people’s strong criticism and doubt. People begin to question the legitimacy of evaluation results. That is to say, the result from the normalization, specialization, professional evaluation has great difference from the social public opinion. As the existence of difference in higher education evaluation results, we began to traced the root of this kind of difference,began to introspect the rationality of the evaluation index, subject, methods, process and the use of the evaluation results in higher education evaluation. All these lead to a detailed inquiry of the rationality or legitimacy of higher education evaluation.The higher education evaluation under the power game was the factual existence of higher education of the evaluation. The higher education evaluation based on power game was very likely to become the tool of power game. In the name of promoting the development of higher education, this tool dominated by secular interest could form power collusion, cover higher education itself, and seek maximum secular interests. We thought that the gain and development of knowledge of the truth should be the existence nature of higher education. Also it should be the legitimacy root of higher education evaluation. Because the only existence and development of the knowledge of truth could provide rational basis and wisdom safeguard for satisfy the state, society and individual utility value, and it also could satisfy the need of existence and development of itself. If deviating from knowledge acquisition, preservation and creation, higher education could not be itself. The higher education evaluation would lose its legality. The inquiry of legitimacy had priority in higher education evaluation. The reason was if the stakeholders still focus on secular political power, economic benefit and honorary interests even though the higher education evaluation became to the stakeholders consultation stage, higher education evaluation process was likely to become a power conspiracy around "secular" interest ". Through this conspiracy, the higher education would lose its essential attribute, and education itself was covered, the long-term interests relied on the value of higher education itself would damage, although stakeholders interests was satisfied.Based on the above analysis, the basic problems of this study were put forward. We would (1) In the view of power game, reveal the existence of power subject in high education evaluation, analysis the relationship and the operation mode between them. We also want to verify that mathematical analysis method can not highlight the specific characteristic of higher education, also cannot fundamentally guarantee the rationality existence of higher education power game, although power game analysis was able to clear power equilibrium and put forward the equilibrium compose model. (2) In the view of history and philosophy, reveal the rationality and roots of high education evaluation, and explain their relationship. (3) Analysis the un-legitimacy performance in high education evaluation in our country. (4) Propose the legitimacy image of power game in China’s higher education evaluation. The researches of these questions would help to promote and perfect meta-evaluation research in education evaluation, to provide basic analysis framework for criticizing and analysis the legitimacy exist of high education evaluation, to improve the current Chinese higher education evaluation work which has denounced, to establish the guarantee mechanism of higher education with Chinese characteristics. Specifically, It was helpful to transform the functions of government, liberate from micro management affairs of the higher school; helpful to implement the academic freedom of higher schools, enlarge higher school school-running autonomy; helpful for higher school to operate according the needs of society and the market, and improve teaching efficiency; helpful for higher education to reach the demand of democratization and globalization.This study included seven sections:"Introduction": Through analyzing the context of the power game in higher education, we pointed out that the legitimacy had the priority in higher education evaluation, and the inquiry of legitimacy was the basic dynamic to promote high education evaluation. The following questions should be study: the legitimacy research of high education evaluation under power game; the theory value and practical significance of this study after the review of literature; clarifying the basic problems of the research and the research methods."Chapter 1: The power body in higher education evaluation and game mode". In this section, after the analysis of the concepts high education evaluation and power, the power subjects and the power structure were clear. Power structure was examined by philosophical analysis. The manifestation of college power game was investigated. On the analysis of game theory model and its limitations, we put forward the idea that the legal power of higher education game produced legal evaluation."Chapter 2: The legitimacy roots of power subjects in higher education evaluation". In this section, we suggested that science research—the existence of the higher education which formed in the history of high education was the root of power subjects in higher education evaluation . The legitimacy existence is the history result of power game."Chapter 3: The legitimacy manifestation of power game in higher education evaluation". In this section, we focused on analysis the power game among the government power subject, college power subject and the appraisal institution power subject in external high education evaluation. We also have analyzed the power structure and game styles in internal higher education evaluation. “Chapter 4: The inspection of power game legitimacy in China’s higher education evaluation". From history viewpoint, we inspected the development characters of power structure in China’s high education institute and university and the characters of power game in high education evaluation.“Chapter 5: The trend of power game in China’s higher education evaluation". According to the analysis of the previous chapter, we suggested that the essence of university was to stick the university spirit which was the ontology of the university existence, to root university natural, to lead the legitimacy of power game, to realize a win-win situation of the higher education evaluation subjects through establishing sound university manage structure.“The last: The higher education evaluation toward legitimacy under power game". Thinking about the problem of current power game in high education evaluation, we suggested that more reflection should do on how to establish legitimacy evaluation ethical and culture, how to realize the higher education quality, and how to ensure the legitimacy of power game in high education evaluation.更多还原