【作者】 王一军；

【导师】 龚放；

【作者基本信息】 南京大学 ， 高等教育学， 2012， 博士

【摘要】 大学课程研究中的知识问题是大学课程开发的本质问题,也是大学课程研究的核心问题。围绕“什么知识最有价值?”形成了大学课程研究的教育学范式,围绕“谁的知识最有价值?”形成了大学课程研究的社会学范式。在数字化生存方式、知识民主化和学习型社会的背景上,同文化多样性一样,知识越来越多元化、个性化。在高等教育走向普及化的进程中,大学逐渐成为各种知识交流的场所,成为大学人自我发现、自我建构的重要驿站,每一个体的价值在大学中都得到认同,于是“每一个人的知识都有价值吗?”成为新的知识论题,也是新的课程论题。本文引入“个人知识”概念,试图围绕这一新论题,寻求对当代研究型大学课程进行哲学建构。论文把大学课程概念化为秩序,用秩序理论描述大学课程的社会性质、系统属性和实践特征。秩序的基础是制度,本文用诺斯的制度分析框架,即正式规则、非正式约束以及二者的实施特征,对应大学课程系统中的正式课程、隐性课程与课程实施,形成大学课程秩序的研究框架。在知识与大学的双重演进中,大学课程由“普遍知识秩序”转向“高深学问秩序”,在当代历史条件下正在走向“个人知识秩序”。本文对“个人知识秩序”的分析与描述以方法论个人主义为基础,确认社会认知以个人建构为前提,通过个人需求分析探讨大学课程制度设计的具体内容与策略。当代大学课程的秩序转型,沿着从“高深学问”到“个人知识”这一路径,本文首先明确知识问题的研究视角,提出大学课程作为秩序这一论题,反思当下的大学课程秩序,探讨新的课程秩序生成的必要与可能,并重点对新秩序进行理论建构。研究从七个部分展开：引言,探寻大学课程研究中的知识问题,从知识探索与大学课程的内在关联,寻求超越知识的大学课程研究思路,明晰本文的研究设计；第一章,大学课程是一种秩序的存在,从大学课程的内涵分析与秩序的诠释入手,探寻大学课程作为秩序的意义、实践表征和功能,分析大学课程秩序的生成、类型和维持条件,基于理论探讨疏理大学课程秩序从“普遍知识”秩序向“高深学问”秩序变迁的历史轨迹；第二章,高深学问秩序的当代反思,从分析高深学问秩序的维持条件入手,基于现状调查等实证研究,阐明高深学问秩序与社会需求的疏离、学问本位课程与学生发展需要的脱节、管理制度与教授观念的冲突等问题,从而得出高深学问秩序失调的结论和秩序重构的必要性；第三章,个人知识秩序建构的必要与可能,分析当代知识的特征及对课程秩序的影响,找寻个人知识与课程重构的内在关联,对有关个人知识的理论进行综述,明晰作为课程秩序的个人知识的意义轨迹,在大学理念、课程目标、课程开发实践思路等方面对个人知识秩序进行建构,并基于实践案例分析阐释大学课程个人知识秩序生成的可能；第四章,促进个人知识秩序生成的制度重建,根据制度变迁的框架,围绕以学生学习为中心的整体设计的正式课程、丰富学生的学术经历的隐性课程、以服务学生行动学习为主旨的课程实施进行制度设计,以彰显个人知识秩序的制度诉求；第五章,走向“发展自由”,通过对大学演进中自由意义建构的嬗变,探讨大学所追求自由的当代命运,从大学教育意义上探寻从学术自由走向“发展自由”的必然性,从学理上阐述发展自由的内涵,基于个人知识秩序探讨学生与教师的发展旨趣；结语,着重阐明当代研究型大学课程就是秩序自觉中的学生个人知识建构。本文的主要结论：(1)“每一个人的知识都有价值吗?”是当代大学课程思考的基本知识问题,这一问题的探讨超越了课程作为一种教育实践计划与方案的传统内涵,而成为一种政治、一种消费、一种制度、一种文化；(2)大学课程是一种秩序的存在,在不同的实践层面上分别表现为一种理智性的标准秩序、一种信念性的文化秩序、一种情感性的伦理秩序,三者有机统一构成整体的课程秩序状态,并具有外部关涉、目标驱动、主体合作、对话生成、持续发展等鲜明的实践表征；(3)大学课程秩序生成于古希腊知识遗产的土壤,因宗教的控制和国家的人才诉求得以维持,从“普遍知识秩序”到“高深学问秩序”,知识演进固然是内在动因,却离不开中等教育大众化、人才的专业性需求、研究成为大学职能、大学享有学术自由等外部因素的综合作用,一个半世纪以来,“高深学问”成为大学存在的合理依据与哲学基础；(4)“高深学问秩序”的维持,依赖于“大学是高深学问的领地”、“大学学习是少数精英的特权”、“大学学术自治”、“学者的学术自由”等四个条件,但在当代大学教育生态中,这些条件基本丧失,使这一课程秩序与社会需求疏离、与学生需要冲突、与教授观念相左,导致秩序失范而备受指责；(5)“高深学问秩序”向“个人知识秩序”转型,是与当代知识状况相适应的,“知识生产模式2”的出现、学术资本主义的兴起、知识民主化进程加快构成了当代大学内外知识的主要特征,对大学课程秩序的冲击具体表现为个性化知识建构成为课程重要目标、课堂由知识传播的场所变为知识交流的场所、传统的学科体系受到跨学科研究需要的冲击、促进了教学与研究关系的重建,对个性化知识建构诉求、学科知识范式的式微以及教学向生活的转移,显示出“个人知识”课程秩序生成的必要性；(6)围绕个人知识的研究,既有一般知识论的理解,也是一种意会认知理论,还是一种社会行动理论,但无不昭示知识的主体建构性、内隐性和分立性,其本质是人自身价值的发现与觉醒,其课程意义表现为主体解放的旨趣、意会认知的方法和行动学习的过程,在个人知识建构的意义上,大学是学生自我唤醒、学术体验和理智生成的地方；(7)在课程目标的意义上,“个人知识”可理解为学生对专业知识的个性化建构、在具体情境中解决问题的能力、具体行动中所采取的独特思路与方法、对知识价值与自我需要的意知、理性信念与情感寄托,据此,大学课程的开发目标包括丰富学术体验、建构专业知识、提升意会能力和唤醒理智激情四个维度；(8)推动“个人知识秩序”生成的课程制度建设包括以学生学习为中心的正式课程整体设计、丰富学生学术经历的隐性课程开发、服务学生行动学习的课程实施安排,这种制度生态的维持需要建立“发展自由”的理念,促使学生成为自我探险者、教授成为课程开发者。大学课程秩序是特定历史时期知识状况在教育生活中的具体反映,不同的课程秩序之间有历史的承继性但并不相互排斥。大学课程开发与研究要从自然状态走向秩序自觉,“个人知识秩序”将生成研究型大学课程的新意义,即秩序自觉中的学生个人知识建构。更多还原

【Abstract】 The issue of knowledge in the researches on undergraduate curriculum is essential in developing undergraduate curriculum and is the core of the researches on undergraduate curriculum. What kind of knowledge is the most valuable? This question has led to the educational paradigm of researches on undergraduate curriculum. Against a background of digital lifestyle, democratized knowledge and learning society, knowledge becomes diversified and individualized, like cultural diversity. In the course of popularization of higher education, universities gradually become the area for exchanging knowledge, and of self-discovery and self-construction for its faculty and students."Is everyone’s knowledge valuable" although the individual value has been recognized in universities? This question causes the new topic of knowledge, namely the new curriculum topic. As for the new topic, the doctoral dissertation attempts a philosophical construction on curriculum of contemporary research universities, through introducing the concept of "personal knowledge"The dissertation conceptualizes undergraduate curriculum into order, and applies the theory of order to describe the nature of social nature, system properties and practical features of undergraduate curriculum. As the basis of order is system, the dissertation adopts Douglass C. North’s system analysis framework, that is formal rules, informal restraint and their implementation characters, to correspond to formal curriculum, recessive curriculum and curriculum implementation, which, as a result, develops a research framework of the order of undergraduate curriculum. During the dual evolution of knowledge and university, undergraduate curriculum transfers "the order of general knowledge" to "the order of profound knowledge", and is moving to "the order of personal knowledge" in terms of the contemporary era. The analysis and description of "the order of personal knowledge" in the dissertation is based on methodological individualism which confirms that the condition of social cognition is personal construction. And thus the dissertation probes into contents and strategies of undergraduate curriculum design through analysis of personal demands.The order transformation of contemporary undergraduate curriculum is from "profound knowledge" to "personal knowledge". First of all, the dissertation defines the research perspective of knowledge issues, and then puts forward the topic of taking undergraduate curriculum as order, rethinks its current order, explains the necessity and possibility of its researches, and especially carries on theory construction to the new order. The dissertation consists of seven parts.The preface examines the knowledge issues of the research on undergraduate curriculum, and seeks its research thought which goes beyond knowledge, in accordance with the internal link between knowledge discovery and undergraduate curriculum, thereby defining the research design of the dissertation.Chapter One---undergraduate curriculum is the existence of order. It probes into the significance, practical features and functions of taking undergraduate curriculum as order, and analyzes the emergence, types and maintenance condition of the order of undergraduate curriculum. Furthermore, according to theoretical explanation, it also sorts out the evolution of the order of curriculum, i.e. transforming "the order of general knowledge" to "the order of profound knowledge".Chapter Two---Contemporary rethinking of the order of profound knowledge. Through analyzing the maintenance conditions of the order of profound knowledge and according to empirical researches such as investigation of status quo, it clarifies some problems:for example, the order of profound knowledge deviates from social demands, the curriculum based on knowledge divorces from student’s development needs, management systems conflicts with instruction idea, and so on. Therefore it concludes dislocation of the order of profound knowledge and necessity of order reconstruction.Chapter Three---Necessity and possibility of the order of personal knowledge. it examines the characteristics of contemporary knowledge and its influence on curriculum order, seeks the internal link between personal knowledge and curriculum reconstruction, summarizes theories of personal knowledge, clarifies different significant of personal knowledge which has been regarded as the curriculum order. It also tries to build the order of personal knowledge in such respects as the idea of a university, curriculum targets, and practical thinking of curriculum development, and illustrates possibility of producing the order of personal knowledge of undergraduate curriculum on the basis of the analysis of practical cases.Chapter Four---System reconstruction in favor of producing the order of personal knowledge. It sheds light on the system appeal of the order of personal knowledge, in accordance with the framework of system transition, the formal curriculum of entire design centering on students’learning, and the recessive curriculum enriching students’ academic experience.Chapter Five---Toward "Development Freedom"---discusses the contemporary fate pursued by universities through changes made to the construction of freedom meaning during the college evolution. It also explores the necessity of moving from academic freedom to "Development Freedom" from the perspective of the meaning of undergraduate education. It also explains the deep meaning of "Development Freedom" from the angle of learning theories and discusses the purpose and interest of student and teacher development on the basis of personal knowledge order.The final part, Conclusion, points out that the contemporary research-oriented undergraduate curriculum is the construction of students’ personal knowledge in the order consciousness.The main conclusions of the dissertation:1) Is personal knowledge valuable? This question is a basic issue of knowledge in thinking contemporary undergraduate curriculum. The exploration of this question surpasses the traditional meaning of curriculum as a plan and program of educational practice, and becomes a kind of politics, consumption, system or culture.2) That undergraduate curriculum is the existence of order that reflects respectively a reasonable standard order, a faithful cultural order and an emotional ethical order. These three types of orders organically integrate into an entire status of curriculum order, which characterizes obviously as external link, target stimulation, subject cooperation, discourse creation, and sustainable development, etc.3) The order of undergraduate curriculum sprang from ancient Greek intellectual heritage and was maintained by religion control and talent demands of every country. From "the order of general knowledge" to "the order of profound knowledge", the knowledge evolution, certainly, is an internal agent, but it also needs the interaction among the following external factors:popularity of secondary education, professional demand to talents, universities’research function, and its academic freedom, etc.4) The maintenance of "the order of profound knowledge" relies on four prerequisites, i.e."universities are the territory of profound knowledge","higher education is the privilege of a few elite","academic autonomy of universities", and "scholars’academic freedom ". However, these prerequisites were almost lost in the development of contemporary universities, which makes this curriculum order diverge from social demands, conflict with students’needs, and deviate from teaching idea. And this disorder has been accused by people.5) The transformation from "the order of profound knowledge" to "the order of personal knowledge" is in line with the current status of knowledge. The appearance of "Knowledge model2", the rise of academic capitalism, and the acceleration of knowledge democratization have become major characteristics of internal and external knowledge of modern universities. The impact on the order of undergraduate curriculum reflects on the following aspects:building individual knowledge becomes the important target, the function of classroom switches dissemination of knowledge to exchange of knowledge, the traditional subject system has been affected by the demand of trans-disciplinary researches, and the relationship between teaching and research has been reconstructed. As for the requirement for building individual knowledge, weakening of subject knowledge paradigm, and the shift from teaching to life, the creation of the curriculum order are indispensable.6) The research on personal knowledge not only includes the understanding of general theory of knowledge, but also means a tacit cognition theory and a social action theory. All of these show construction, implicitness and discreteness of knowledge subjects. The nature of this research is realization and awakening of individual self-value. Its significance on curriculum reflects the objective of subject emancipation, methods of tacit cognition and the process of action learning. In the sense of constructing personal knowledge, universities become the place of students’ self-awakening, academic experience and intellectual creation.7) In the sense of curriculum targets,"Personal Knowledge" can be understood as students’personalized construction of professional knowledge, the abilities of resolving problems in scenarios, unique ways and methods taken in actual actions, awareness of knowledge value and self-demand, and rational philosophies and emotional dependence. Therefore, the development targets of undergraduate curriculum include such four dimensions as enriching students’ academic experiences, constructing their professional knowledge, enhancing their understanding ability, and arousing their sense and passion.8) The construction of curriculum system designed to promote the formation of "personal knowledge order" includes the formal curriculum design that centers on students’ study, the development of covert curriculum that enriches students’ academic experiences, and the execution arrangement of curriculum that serves students’ action study. In order to maintain such a dynamic system, the philosophy of "development freedom" is to be established so as to enable students to become explorers and teachers to be developers of curriculum.The order of undergraduate curriculum is the actual reflection of knowledge status of specific historical times in educational activities. Different curriculum orders have historical inheritance but don’t repel each other. The development and researches of undergraduate curriculum should be shifted from its natural status to its order consciousness."the order of personal knowledge" will form the new meaning of research-oriented undergraduate curriculum, i.e. the construction of students’personal knowledge in order consciousness.更多还原