摘要
学科建设是一项复杂的整体性、系统性工作,判断与评价学科建设的水平,绝不能仅仅依据那些所谓具有“可显示度”、可量化的“硬指标”,绝不可让学科建设浸透在一种“硬指标崇拜”的氛围之中。学科建设必须同时审视诸多“软指标”,这些“软指标”几乎无处不在、无时不在,蕴涵、渗透、弥漫、作用于学科建设日常过程之中,构成了学科的一种生态。从可持续发展的角度看,“软指标”比“硬指标”更重要。鉴于关注与强调“硬指标”一直被普遍视为学科建设中不言自明的“基本常识”,不妨把认识与重视“软指标”,权且称为学科建设中不可或缺的“非典型常识”。学科建设中不可或缺的“非典型常识”涵盖诸多方面,文章所述为其中的三个方面,或者说三项“非典型常识”。一是科学的学科规划。科学的学科规划是学科建设顶层设计的主要体现,它对学科建设具有积极引导作用。科学的学科规划包括近期规划与中长期规划,两者缺一不可;科学的学科规划应当重点关注学科的实质性“贡献”,只有“数字”没有“贡献”,或者重“数字”轻“贡献”的学科规划,不可能对学科的内涵式建设与发展起到积极引导作用;科学的学科规划应当合理确定学科建设的目标与任务,做到难度适中。二是务实的学科“组织”。正常、高效的学科建设需要有来自学科“组织”方面的保障,需要学科有一定的“组织化程度”。务实的学科“组织”需要有合理的整体架构,学科的知识结构与人员结构都应相对合理,学科的根基性领域(方向)及其相应研究队伍不可或缺;不同领域(方向)之间应当相互关联、相互支持,形成相对有机的学术整体。务实的学科“组织”需要有明确的准入规则。学科是一种有其既定预期目标的学术性组织,而不是一个主要职能与关注重心只在于资源分配的福利性组织,具备可在学科所设领域(方向)中承担具体的学科建设任务的实际能力者方可准入学科。务实的学科“组织”还需要有效的激励机制。学科对其成员的激励,既包括精神的,也包括物质的,两者缺一不可,学科的激励机制应当是公开的、公正的。三是积极的学科文化。积极的学科文化能让学科成员心情舒畅,充满活力;消极的学科文化则使学科成员情绪低落,士气消沉。积极的学科文化需要崇尚探索,支持学科成员探求真知、探究真秘、探寻真理。积极的学科文化需要尊奉平等,作为一种学术共同体或学术联合体的学科,特别要注意防止出现“一将功成万骨枯”的现象,防止在学科内部产生“我们”与“他们”的区隔。积极的学科文化还需要鼓励合作。在尊重学科成员的个人学术自由前提下,学科建设需要有一些诉诸学科全体成员的“共同”行动,包括共同决策、共同进行、共同监督,采取这些“共同”行动的前提是增强学科成员的“合作意识”,包括“关联意识”“联合意识”“求助意识”。所有这些“非典型常识”看上去似乎很“软”,实际上很“硬”,它们十分“强硬”地彰显着自己的存在,提醒着一切真心实意进行学科建设的人们:不能不重视、不能不善待这些“非典型常识”。
Discipline construction is a complex systematic work,therefore its judging and evaluating must not be based only on so-called"hard indicators"that are"displayable"and quantifiable,which might lead to"hard index worship",it must be also examined by many"soft indicators"at the same time,which are almost ubiquitous and penetrate,diffuse,and act on the daily process,forming an ecology of discipline.From the perspective of sustainable development,"soft indicators"is more important than"hard indicators."Since attention and emphasis on"hard indicators"have always been regarded as self-evident"basic common sense"in the construction of disciplines,it is advisable to recognize and value the"soft indicators"as an indispensable"atypical common sense"in the construction of disciplines.The"atypical common sense",which is indispensable for the development of disciplines,covers many aspects,three of which are described in the article.The first is scientific discipline planning including short-term planning and medium-and long-term planning.It is the main manifestation of the top-level design of discipline construction,and has a positive guiding effect focusing on the substantive"contributions"of the discipline to reasonably determine the goals and tasks of discipline construction,and make it moderately difficult.The second is the pragmatic discipline"organization",including a reasonable overall structure,clear entry rules and effective incentive mechanisms.The fundamental fields(directions)of the disciplines and their corresponding research teams should be interconnected to support each other academically.A discipline is an academic organization with its intended goals,not a welfare organization whose main function and focus are only on the allocation of resources.It has the practical ability to undertake specific discipline-building tasks in the field(direction)of the discipline.The motivation of disciplines for its members includes both spiritual and material,both of which are indispensable.The third is a positive discipline culture,including advocating exploration,respecting equality,and encouraging cooperation.A positive subject culture can make subject members feel comfortable and full of vitality.Under the premise of respecting the individual academic freedom of discipline members,the discipline construction requires some"common"actions that appeal to all members of the discipline,including joint decision-making,implementation and supervision.The premise of taking these"common"actions is to enhance the"cooperation consciousness"of discipline members,including"association consciousness","joint consciousness"and"help-seeking consciousness".All of these"atypical common sense"seem to be"soft"but actually"hard".They are"tough"enough to highlight their existence and remind people to treat them seriously.
作者
吴康宁
WU Kang-ning(School of Education Science,Nanjing Normal University,Nanjing 210097,Jiangsu,China)
出处
《徐州工程学院学报（社会科学版）》
2020年第1期88-96,共9页
Journal of Xuzhou Institute of Technology：Social Sciences Edition
关键词
学科建设
“非典型常识”
学科规划
学科组织
学科文化
subject construction
"atypical common sense"
subject planning
subject organization
subject culture
作者简介
吴康宁(1954-),男,江苏扬州人,南京师范大学教育科学学院教授,博士生导师,主要从事教育社会学与教育基本理论教学与研究。
