教育现代化”的可能诠释:知识社会学路径的话语研究

A New Way for Understanding“Education Modernization”: The Sociology of Knowledge Approach to Discourse

“教育现代化”是当代中国教育研究的重要领域和学术产品，同时也是一个中国意义上的独特学术命题。在现有研究历史中，西方现代化理论和中国现代化研究都出现了一些试图从话语、意识角度对该领域进行分析的萌芽，还尚未有对中国教育现代化进行该种诠释的尝试。福柯意义上的话语研究以及卢克曼等人的知识社会学的融合，对中国教育现代化的诠释而言，是一种可能的路径。在此框架下，可以提出一个包括定位、立场、内容以及方法的可能的教育现代化诠释范式。

“Education Modernization”is one of the most important academic products and tools in modern China educational research; moreover，it’s a unique academic issue of China． Existing researches from discursive or ideology perspective were emerged in the western modernization theory and other Chinese modernization research． However，there is no corresponding research in Chinese education modernization． The combination of Foucault discourse research and sociology of knowledge，can provide a possible approach to analyze“ Education Modernization”in China． With this approach，an interpretation paradigm of Education Modernization is put forward．