教育政策研究的第三立场:面向政策利益相关者

发布时间：2018-04-22 01:13

本文选题：教育政策研究 + 两种文化　；参考：《清华大学教育研究》2007年03期

【摘要】：教育政策问题不只关乎研究者和决策者,它也涉及各政策利益相关者的切身利益。因此,流行于教育政策研究中的“两种文化”说虽有助于协调决策者与研究者的立场,却也忽略了教育政策利益相关者参与政策问题的合法性与可能性,隐含着政策研究只有直接指向教育决策者这一利用路径的判断。“两种文化”说依循的是一种实证论假设,其强调社会现实的客观性,认为研究者和决策者有资格、有能力设计教育政策;而社会批判论和社会建构论则否定了实证论假设,表达了与政策设计观相反的政策建构观。从政策利益相关者介入政策问题的权利和建构性的思维出发,教育政策研究需要面向政策利益相关者,确立第三种立场。而要达致这一目的,既有赖于教育政策研究自身的调整,也需要外部因素的支持。
[Abstract]:The issue of education policy concerns not only researchers and decision makers, but also the interests of policy stakeholders. Therefore, the "two cultures" theory, which is popular in educational policy research, helps to coordinate the positions of decision makers and researchers, but also ignores the legitimacy and possibility of the participation of educational policy stakeholders in policy issues. Implicit policy research can only directly point to the use of the path of educational decision makers. The theory of "two cultures" is based on an empirical hypothesis, which emphasizes the objectivity of social reality and holds that researchers and decision makers are qualified and able to design educational policies, while social criticism and social constructivism negate the hypothesis of positivism. It expresses the view of policy construction contrary to the view of policy design. From the perspective of policy stakeholders' right to intervene in policy issues and constructive thinking, educational policy research should be oriented to policy stakeholders and establish a third position. In order to achieve this goal, it depends not only on the adjustment of educational policy research itself, but also on the support of external factors.
【作者单位】：南京师范大学教育科学学院
【分类号】：G40

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