教育及社会科学研究中的数据—兼议当前的大数据热潮

Data in Educational and Social Science Studies: Discussion on the Contemporary Big Data Craze

在经过各种带有“后“标识的思潮洗礼之后,社会科学和教育研究领域以数据为基础的实证研究范式并未被撼动,反而在近年越来越流行的“证据文化”中更扎穂了根基。社会科学研究中数据的确会带来知识,却未必是确定性的知识。数据的获取与分析过程的确需要合乎逻辑,但其价值却取决于人对生活世界的意义诠释。“大数据”概念的流行反映了当下技术至上主义的极端自负,它不仅消解了个体对世界的自我理解,而且让社会科学研究的求知成为一种赘余。

Although having been weathered by various “post-" treads and thoughts, the data-based empirical research paradigm in social sciences and educational studies has not changed. On the contrary, it is even strengthened with the increasingly popular “data culture" in recent years. Data in social science research can bring knowledge, but not necessarily definite knowledge. Data collecting and analyzing processes should be reasonable, but their genuine value lies in human beings' interpretation of the world where they live. To some extent, the prevalence of the “big data" concept reflects the extreme self-conceit of technologism, which not only dispels individuals' understanding of the whole world, but also makes the yearning for knowledge in social science research a redundancy.