超越社会建构主义－评当前课程社会学中的两种后社会建构主义论述

Beyond Social Constructivism: Comment on Two Kinds of Post-social Constructivism in Sociology of Curriculum

社会建构主义把批判理论和知识社会学的立场应用到课程研究中，认为课程是经由社会建构而形成的，学校合法知识是不同的社会群体之间经过不断的冲突、调和而形成的。但由于社会建构主义对课程本身的社会属性缺乏深入的研究，对社会结构如何影响课程这一课程社会学的本源问题上没有提出系统的解释框架，受到一系列的质疑和批判。课程社会学领域出现两种超越社会建构主义的尝试：一种为对现代性与课程内容之间关系展开实证研究的现代性模式；一种为吸收涂尔干社会理论对结构与课程、课程的社会属性进行深度研究的新涂尔干主义。这两类研究超越了仅仅把课程认为是不同社会力量之间互动的结果的认识，对课程自身的社会属性和获得机制进行了深度的剖析。课程社会学的这种转变不是简单的研究立场的转变，而是深层的知识论转变。

Social constructivism brings the viewpoints of critical theory and sociology of knowledge in curriculum research. It holds that curriculum is socially constructed and the legitimate school knowledge is formed in the conflict and compromise between different social groups. However, social constructivism has been questioned and criticized due to the lack of in-depth research of the social nature of curriculum and systematic framework to explain how social structure influences the curriculum, which is the fundamental issue of sociology of curriculum. There are two kinds of attempt beyond social constructivism in sociology of curriculum. One is the modern mode of empirical research on the relation between modernity and curriculum content; the other is neo-Durkheimism which applies Durkheim's sociology of knowledge to the in-depth investigation of curriculum and structure and the social nature of curriculum. The two kinds of research make in-depth examination of the nature of curriculum and its acquisition mechanism and are beyond the idea that believes curriculum is the results of the interaction between different social forces. The change in sociology of curriculum is not a simple change of research position, but an in-depth transformation of epistemology.