高等教育研究的学科化：知识建构还是话语策略？

Higher Education Studies as a Discipline: Knowledge Construction or Discourse Strategy

学科是基于人对客体认识需要而展开的一种知识建构，它充其量反映了客体的部分本质属性。高等教育研究以及当代大多其它学科研究领域，越来越多地带有跨学科或者超学科研究特点，因此，关于它是学科还是领域之争，从认识事物本质属性或知识建构的角度而言，并不具有多大的探讨意义。但是，高等教育研究需要学科化，学科化的价值和意义在于以此为志业者提供一个安身立命之所，因此，学科化诉求毋宁说是基于现实境遇而不得不为之的一种话语策略。

The discipline is the knowledge construction based on human need to inquiry the object, and it may not, or at best, reflect parts of the object's nature. Most studies in the areas of higher education and other contemporary disciplines are increasingly tending to be more interdisciplinary, or ultra-disciplinary. Therefore, it is not very meaningful to discuss whether higher education studies belong to a discipline or a field, with regard to the understanding of the nature of object or knowledge construction. However, higher education studies still need to be taken as a discipline. As a discipline, it can create a niche for dedicatee scholars to excel. For this reason, the disciplinary appeal in fact is only a necessary discourse strategy rather than the knowledge construction for us to handle the specific situation.