【作者】 张国强；

【导师】 董泽芳；

【作者基本信息】 华中师范大学 ， 教育学原理， 2008， 博士

【摘要】 高等教育功能问题既是高等教育的基本理论问题,更是意义重大的实践问题。在每一个重大改革时期或历史转型时期,都会引起新的争论和审视。当前,我国高等教育正面临着社会转型而引发的巨大变革,高等教育的内外部环境发生了根本性变化,也引发了高等教育系统的一系列矛盾和问题,甚至造成了人们对高等教育的信任危机。这些问题和危机本质上是因为高等教育没能有效地肩负起应有的历史使命,在功能上出现了偏离、遮敝和萎缩等失调现象。矛盾的解决既需要实践改革,同样也需要理论反思。因此,加强高等教育功能研究,深入剖析高等教育功能失调的现象与根源,探寻功能调适的合理路径,无疑具有重要的现实意义。本研究紧紧围绕“高等教育功能失调与调适”这一主题,沿着“理论探讨——历史回顾——发展趋势——失调考察——优化调适”这一研究思路展开,除导论外,本研究共分为三大部分。第一部分是对高等教育功能研究的相关理论探讨,由第二章构成。在当前的高等教育功能研究中,还存在着对功能与职能的混淆与误解,由此导致了研究对象的不确定性和研究范围的不一致性。因此,本章首先对研究涉及的一些基本概念进行了辨析,着重区分了高等教育功能与高等学校职能的区别与联系。本文认为,从静态来看,高等教育功能是指高等教育系统内部各要素之间以及系统与社会之间以一定的方式相互作用时表现出来的客观能力和产生的效果,具有自致性和客观性,其拓展是人们认识水平不断深化的结果。而高等学校职能是指社会赋予高等学校的职责,具有外赋性和主观性,其拓展是人们认同和赋权扩大的结果。高等教育功能是高等学校存在的内在依据,是高等学校职能的逻辑起点及基础。高等学校职能是高等教育功能的一种表现形式和存在状态,是高等教育功能制度化的结果。具体而言,高等学校职能是培养人才、发展科学和为社会服务,而高等教育功能可分为个体功能(如个体的社会化、个性化功能)、社会部分功能(如文化功能、政治功能、经济功能等)、社会整体功能(如社会选拔、社会流动、社会分层等)。其次概述了系统理论、结构功能主义理论、教育病理学及其对高等教育功能研究的启示。然后探讨了高等教育功能研究的逻辑起点,认为人、文化(知识)和社会是构成高等教育功能的三重主体。从动态来看,在不同主体的功能期待下,高等教育采取不同的功能取向和功能行动,最后达致不同的功能结果,并且这一功能实现过程受到个人的需求意向、知识进化与演变、社会发展与需求、政府意识与责任、高教基础与资源等内外部因素的制约,因此高等教育功能研究应采取“实现过程——影响因素”的分析模式。而在高等教育功能实现与主体期待之间始终存在着失调与调适的张力运动,并且在不同的发展时期,高等教育功能失调具有不同的性质和形式,进行调适的方法和程度也不同,社会变迁速度越快、性质越彻底,高等教育功能出现失调的可能性就越大,需要进行调适的力度就越强,范围也越广。第二部分是对高等教育功能失调与演变的历史考察,由第三章构成。首先,依据高等教育时间演变的“自然次序”和中心转换的“历史次序”,我国高等教育可分为传统高等教育时期、现代高等教育初建与分化时期、高等教育改造与整合时期、高等教育恢复与发展时期等四个时期。在不同的历史时期,高等教育功能在功能取向、功能行动和功能结果等方面均表现出不同的特征。高等教育功能变迁是高等教育随社会发展不断调适的结果,其中失调与调适相伴而行,外因与内因相互作用,外部因素影响较大,政府具有决定性的作用。然后,通过对17～18世纪欧洲传统高等教育、20世纪30～40年代日德高等教育、20世纪60～70年代我国高等教育和20世纪70～80年代前苏联高等教育的衰退与危机分析,我们可以看出,高等教育危机源于功能的失调,遵循高等教育发展的基本规律是避免高等教育功能失调的前提,因此高等教育系统必须坚持育人为本,必须正确处理政治、经济、文化等社会因素与高等教育之间的关系,必须保障高等教育的相对独立与学术自由。面对知识经济、社会转型等外部挑战以及高等教育大众化、国际化、终身化、网络化等内部变化,高等教育必须与时俱进、及时调适,实现功能取向的平衡与综合、功能行动的丰富与增效、功能结果的强化与拓展。第三部分是对高等教育功能失调与调适的现实考察,由第四章和第五章构成。当前我国高等教育在功能上出现了全面的失调现象,在功能取向上表现为社会取向过重、文化取向萎缩和育人取向弱化,在功能行动上表现为教学、科研和社会服务等行为的偏差与失效,在功能结果上表现为重社会功能、轻个体功能;在社会功能中又重社会整合,轻合理分化;重社会适应,轻社会引领;重政治、经济功能,轻文化、科技功能。高等教育功能失调会给社会各界带来危害:在高教领域将导致忽视学生成长、育人质量下降,缺乏独立意识、批判精神散失,进而因整体形象坍塌引发发展危机;在学术界会导致道德滑坡、学术失范和环境恶化;在社会领域则造成功利思想泛滥、人文精神失落,机会分配不均、社会流动受阻,同时因发展动力不足而导致前进水平受限。功能失调的根源在于社会环境中政治体制、经济环境和文化观念等方面的制约,政府在高等教育管理中的缺陷,以及高等教育自身在观念、结构等方面的不足。针对当前情况,本文认为应该从社会、政府和高等教育三者入手进行功能调适,即调节社会需求,扩大社会参与;协调政府与高等学校的关系,进行合理分权、健全宏观调控、优化资源配置;从观念、行动、资源、结构、体制、机制等方面加大高教系统自身建设,从而实现高等教育功能的优化与调适。教育是人类最美好的希望,本文期望通过对当前我国高等教育功能失调现象的研究,使人们能够在我国高等教育跨越式发展的前进历程中多一些理性的思考和审视,帮助高等教育回归本质,担负起自身的历史使命,真正成为社会的中心。更多还原

【Abstract】 The function of higher education, which always brings about new dispute and contemplation in each period either of important reforms or of historical transitions, is a problem not only about fundamental theories, but also of practical significance. At present, higher education in China is confronted with great transformation caused by social transition. Thorough changes have taken place in both its internal and external environment, and a series of conflicts and problems have arisen. Even a crisis of confidence in higher education has been evoked. All those problems and crisis essentially result from higher education’s failure of undertaking its due historical tasks and the maladjustment of its function, for example, deviation, obstruction, and loss of functions. We need to both implement reform and introspect over those problems theoretically in order to find a way out. Therefore, it is undoubtedly of great practical significance to strengthen researches on the function of higher education, make an in-depth analysis in its maladjustment and the causes, and inquire into rational ways to modulating the function.This thesis centers around such a theme as the maladjustment of functions of higher education and the modulation and discusses from the theoretical research, review of the past, trend of developing, inspection on maladjustment, to optimal modulation. Besides the introduction, it includes three parts.The first part, which is the second chapter, discusses related theories about researches on the functions of higher education. At present, confusion and misunderstanding about such two concepts as function and obligation still exist in the course of doing research on higher education, what result into indefinite objects and inconsistent scope of researching. Therefore, this chapter analyzes some basic concepts related to the research, and focuses on differentiating the functions of higher education and obligations of colleges and universities and displaying their connections. I hold that the functions refer to the objective abilities and effects brought about by the interaction in a certain way among internal factors in the higher education system and between the system and society. They are spontaneous and objective and their development results from the deepening of people’s cognition; while the obligations refer to duties that the society endows with colleges and universities. They are grantable and subjective and their development results from people’s approval and the expansion of duties endowed. The functions of higher education are internal ground of the existence of colleges and universities, and logical starting point and basis of their obligations; while the obligations are expressive forms and existing statement as well as the institutionalization of the functions. Specifically speaking, the obligations include fostering talents, developing science and serving for the society; while the functions contain individual functions (such as socialization of individuals and functions of individuation), partial social functions (such as cultural functions, political functions and economic functions), and whole social functions (such as social selection, social flowing and social status division). Next, my thesis summarizes system theory, structural functionalism theory, educational pathology and its enlightenment to researches of function, probes into the logical starting point of researches on higher education’s functions, and holds that person, knowledge (culture) and society are three subjects of functions. According to various expectations of the three sides, higher education adopts different functional orientations and behaviors that have different effects. Moreover, the process of realizing such functions is restricted by both internal and external factors, such as individual demands, improvement and evolvement of knowledge, social development and demands, consciousness and responsibilities of the government, foundations and resources of higher education, etc. Therefore, the mode of analyzing "from process of realizing the functions to influencing factors" should be applied to researches on the functions of higher education. However, maladjustment and modulation always exist between realization of the functions and expectations of the subjects. Furthermore, in different developing period, the maladjustment will have different nature and form, and we can modulate in different ways and to different extent. The more rapid and thorough the society changes, the more possible the maladjustment will be, so that we need to carry out the modulation in a more forcefully and extensively way.The second part, which is the third chapter, inspects the history of higher education’ functions maladjustment and its evolvement. Firstly, according to the natural consequence and historical consequence, the evolvement of higher education can be divided into four periods, namely, the period of traditional higher education, the period of primary establishment and split of modern higher education, the period of higher education’s transformation and integration, and the period of higher education’s restoration and development. In different period, higher education has different characteristics in the orientation, behavior, and effects of its functions. The change of its functions results from the continuous modulation of higher education as the society progresses. In that process, maladjustment and modulation always go together, while the internal factors interacts with the external factors, of which the latter has much greater impact, and the government plays a decisive role. Secondly, through analyzing the decline and crisis of the traditional higher education of Europe in 17th and 18th century, higher education of Japan and Germany in 1930s and 1940s, higher education of China in 1960s and 1970s and higher education in Soviet Union in 1970s and 1980s, we can draw a conclusion that the crisis of higher education originates from the maladjustment of its functions and the prerequisite for avoiding the maladjustment is to follow the fundamental law of higher education’s development. Therefore, to higher education, we must put talent cultivation first, properly handle the relationship between higher education and social factors, such as politics, economy, culture, etc, and ensure the relative independence of higher education and academic freedom. Confronted with the external challenges as knowledge-based economy and social transition, and the internal changes as popularization, internationalization, lifelong tenure and networking, higher education have to advance with times, be modulated in due course, balanced and integrated in its functional orientation, enriched and increased in value of its behaviors, and intensified and expanded in its effects.The third part, which consists of the forth and fifth chapter, inspects the maladjustment and modulation of higher education’s functions in reality. In the aspect of functional orientation, excessive emphasis has been given to social orientation, while inadequate emphasis to cultural orientation and talent cultivation orientation; in the aspect of functional behavior, deviation and ineffectiveness occur in the behavior of teaching, scientific researches and social service; and in the aspect of functional effects, more importance has been attached to social functions while less to individual functions. Moreover, inside the social functions, more attention has been paid to social integration while less to proper split; more attention to social adaptation while less to social guidance; more attention to political and economic functions while less to cultural, scientific and technological function. Functional maladjustment derives from the restriction of political structure, economic environment and cultural thought in the society, the defects in the educational management of the government, and the deficiency of higher education in the aspects of thought and structure. Functional maladjustment of higher education will do harm to all sectors of society: in the field of higher teaching, it will lead to the belittlement of students’ development, the decline in the quality of talent, students’ lacking of the sense of independence and criticism, and then the destruction of students’ whole image and crisis of their development; in academic circles, it will result into the decline of morals, anomie of learning and deterioration of academic environment; in social sphere, it will cause rampancy of utilitarianism, loss of humanities, unequal social distribution, blocked social flow, and then limited level of development due to the shortage of developing motivation. In view of existing situation, I hold that we should begin with such three sides of society, government and higher education, adjust social demands and enlarge people’s participation; coordinate the relationship between government and colleges and universities, and perfect the macro control; intensify the construction of higher education system from the aspects of thought, action, resource, structure and mechanism, thus realize the optimization and modulation of higher education’s functions.Receiving education is the most fervent expectation of human beings. Through researching on functional maladjustment of higher education in China, I hope my thesis can inspire people to think and survey the great-leap-forward development of Chinese higher education in a more rational way, help it return to its essence and take on its historic undertakings, and thus become the center of the society.更多还原