交叉学科研究的机遇与陷阱——张丹与苏珊•罗伯森的对话

doi:10.16382/j.cnki.1000-5560.2024.07.010

华东师范大学学报(教育科学版) ›› 2024, Vol. 42 ›› Issue (7): 114-126.doi: 10.16382/j.cnki.1000-5560.2024.07.010

• 国际对话 • 上一篇

交叉学科研究的机遇与陷阱——张丹与苏珊•罗伯森的对话

张丹¹, [英]苏珊•罗伯森²

1. 华东师范大学国际与比较教育研究所，上海 200062
2. 剑桥大学教育学院，英格兰剑桥 CB28PQ

出版日期:2024-07-01 发布日期:2024-06-06
基金资助:
国家社会科学基金“十三五”规划2019年度教育学一般课题“法国创建世界一流大学的国际化战略研究：以法国高师集团为例”（BDA190070）。

The Possibilities and Pitfalls of Interdisciplinary Research

Dan Zhang¹, Susan Robertson²

1. Institute of International and Comparative Education, Faculty of Education, East China Normal University, Shanghai 200062, China
2. Faculty of Education, University of Cambridge, Cambridge CB28PQ, England

Online:2024-07-01 Published:2024-06-06

摘要/Abstract

摘要：

新时期国家大力提倡学科交叉，加快“双一流”建设目标，着重打破传统学科间壁垒，探索跨院系、跨学科、跨专业交叉培养拔尖创新人才，加快学科协同交叉融合，这对提出并解决交叉学科难题具有重要意义。然而，真正的多学科、交叉学科及跨学科方法并不可能通过制度性的强制要求而孵化产生，且在现有实践中很难实现真正的交叉学科。那么，交叉学科研究是否必要？如何促进交叉学科发展，存在哪些机遇与挑战，在学科交叉发展中又存在哪些制度性发展陷阱？针对以上问题，华东师范大学国际与比较教育研究所张丹副教授与剑桥大学教育学院苏珊?罗伯森教授，以对话的方式共同探讨交叉学科研究发展的机遇与陷阱。

关键词: 交叉学科, 知识生产, 学科发展

Abstract:

In the new era, China is vigorously advocating for interdisciplinary research, expediting the goal of establishing world-class universities with a specific focus on dismantling traditional disciplinary barriers. The emphasis is on exploring the cultivation of exceptional, innovative talents through cross-departmental, interdisciplinary, and cross-professional approaches, expediting the integration of disciplines and proposing solutions to interdisciplinary scientific challenges, which holds significant importance. However, genuine multidisciplinary, interdisciplinary, and transdisciplinary methods cannot be engendered through institutional coercion, and achieving authentic interdisciplinary studies proves challenging in current practices. Consequently, questions arise: Is interdisciplinary research imperative? How can the development of interdisciplinary studies be advanced? What opportunities and challenges exist? And what institutional pitfalls hinder interdisciplinary development? Addressing these queries, Professor Zhang Dan from East China Normal University's Institute of International and Comparative Education and Professor Susan Robertson from the Department of Education at the University of Cambridge engage in a dialogue to collectively explore the opportunities and pitfalls in the development of interdisciplinary research.

Key words: interdisciplinary studies, knowledge production, discipline development

张丹, [英]苏珊•罗伯森. 交叉学科研究的机遇与陷阱——张丹与苏珊•罗伯森的对话[J]. 华东师范大学学报(教育科学版), 2024, 42(7): 114-126.

Dan Zhang, Susan Robertson. The Possibilities and Pitfalls of Interdisciplinary Research[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(7): 114-126.

图/表 1

参考文献 0

	龚怡祖. 学科的内在建构路径与知识运行机制教育研究 2013 34 9 12 24 龚怡祖. (2013). 学科的内在建构路径与知识运行机制. 教育研究,34(9),12—24.
	张丹, 姚婷洁.. 法国交叉学科研究机构评估的制度变迁与指标体系上海交通大学学报(哲学社会科学版) 2023 31 5 100 118 张丹, 姚婷洁. (2023). 法国交叉学科研究机构评估的制度变迁与指标体系. 上海交通大学学报(哲学社会科学版),31(5),100—118.
	Boix Mansilla, V., Lamont, M., & Sato, K. (2016). Shared Cognitive–Emotional–Interactional Platforms: Markers and Conditions for Successful Interdisciplinary Collaborations. Science, Technology, & Human Values, 41(4), 571—612.
	Guntau, M., and H. Laitoko. (1991). On the Origins and Nature of Scientific Disciplines. In World Views and Scientific Discipline Formation: Science Studies in the German Democratic Republic, edited by W. R. Woodward, and R. S. Cohen, 17—28. Kluwer: Dordrecht.
	Gibbons, Michael; Nowotny, Helga; Schwartzman, Simon; Scott, Peter; Trow, Martin A. (1994). The new production of knowledge: the dynamics of science and research in contemporary societies. Thousand Oaks, Calif. : SAGE Publications.
	Klein, J T (1990). Interdisciplinarity: History, theory, and practice. Detroit: Wayne state university press.
	König, B., K. Diehl, K. Tscherning, and K. Helming. (2013). “A Framework for Structuring Interdisciplinary Research Management. ” Research Policy. 42 (1), 261—272.
	Leydesdorff, Loet (2012). “The Knowledge-Based Economy and the Triple Helix Model”. University of Amsterdam, Amsterdam School of Communications Research. arXiv: 1—54.
	Pfrman, S., & Martin, P. (2017). Facilitating interdisciplinary scholars. In R. Frodeman, J. T. Klein, R. dos Santos Pacheco (Eds. ), The Oxford handbook of interdisciplinarity (2nd ed. ) (pp. 586—600). Oxford: Oxford University Press.
	Piketty, T. (2014) Capital in the 21st Century, Cambridge, Mass: Harvard University Press.
	Robertson, S. L. (2009) ‘Producing’ the Global Knowledge Economy: the World Bank, the KAM, Education and Development, in M. Simons, M. Olssen and M. Peters (eds) Re-reading Education Policies: Studying the Policy Agenda of the 21st Century, Rotterdam: Sense Publishers.
	Silliman, R. H. “Fresnel and the Emergence of Physics as a Discipline” Historical Studies in the Physical Sciences 1974 4 137 162. Silliman, R. H. (1974). “Fresnel and the Emergence of Physics as a Discipline”. Historical Studies in the Physical Sciences, ,4, ,137—162. doi: 10.2307/27757329
	Tomas Hellström, Erik Brattström and Leila Jabrane. (2018). Governing interdisciplinary cooperation in Centers of Excellence. Studies in Higher Education. 43(10), 1763—1777.
	Thomas Piketty. (2014). Capital in the Twenty-First Century: a multidimensional approach to the history of capital and social classes. The British Journal of Sociology. 65(4), 736—747.
	Wallerstein, I. (1991). Unthinking Social Science: The Limits of Nineteenth-century Paradigms, Cambridge: Polity Press.
	Whitley, R. (2000). The Intellectual and Social Organization of the Sciences. 2nd ed. Oxford: Oxford University Press.

[1]	张丹, 韩君灵, 夏翔, 何思岩. 交叉学科与批判关切：英国比较教育研究现状——兼议中国比较教育学自主知识体系建设[J]. 华东师范大学学报(教育科学版), 2024, 42(9): 74-88.
[2]	李政涛. 概念研究为什么重要？——构筑教育学建设与发展的概念基石[J]. 华东师范大学学报(教育科学版), 2024, 42(8): 1-8.
[3]	宋萑, 徐淼, 吴雨桐. 中国教师教育自主知识构建：意涵、进展与机制[J]. 华东师范大学学报(教育科学版), 2024, 42(11): 30-53.
[4]	徐国庆, 谢鸿柔, 王茜雯. 1980年代以来中国职业教育研究中的知识生产[J]. 华东师范大学学报(教育科学版), 2024, 42(11): 187-202.
[5]	郝祥军, 贺雪. AI与人类智能在知识生产中的博弈与融合及其对教育的启示[J]. 华东师范大学学报(教育科学版), 2022, 40(9): 78-89.
[6]	张斌, 程晨, 张帅, 虞永平. 事业发展视角下学前教育实证研究的知识生产与价值引领——基于2015—2019年样本文献的梳理与分析[J]. 华东师范大学学报(教育科学版), 2020, 38(9): 228-250.
[7]	李栋. 信息技术时代教育学理论的想象力——基于知识生产与理论重建的视角[J]. 华东师范大学学报(教育科学版), 2019, 37(4): 13-24.
[8]	崔延强, 权培培. 大学学科的现代性问题及其超越[J]. 华东师范大学学报(教育科学版), 2019, 37(2): 73-80.
[9]	陈振华. 论新的教育知识生产观^*[J]. 华东师范大学学报(教育科学版), 2001, 19(3): 88-96.

交叉学科研究的机遇与陷阱——张丹与苏珊•罗伯森的对话

The Possibilities and Pitfalls of Interdisciplinary Research

RichHTML

PDF

可视化

摘要/Abstract

引用本文

使用本文

图/表 1

参考文献 0

相关文章 9

编辑推荐

Metrics

本文评价