重庆高教研究2025，Vol.13Issue(6)：27-53,27.DOI:10.15998/j.cnki.issn1673-8012.2025.06.003
多学科视角下的高等教育学:一个面向自主知识体系建构的学术史梳理
Higher Education Studies from Multidisciplinary Perspectives:An Academic Historical Review Towards Constructing an Autonomous Knowledge System
摘要
Abstract
Within a complex,multi-functional,and highly interactive field of practice,employing multidisciplinary perspectives has become a widely shared approach in higher education research.However,the superficial application of these perspectives and the fragmentation among them have severely hindered the sustained accumulation and integrative deepening of an autonomous knowledge system in the discipline.Such limitations have also exerted negative impacts on the academic socialization and intergenerational transmission of emerging scholars.Aiming to advance the construction of an autonomous knowledge system in higher education studies,the study analyzed the origins,central issues,and research pathways of multidisciplinary perspectives,thereby systematically presenting their interactions and epistemic linkages with higher education research.The findings suggest three key points.First,although higher education research in countries such as the United States,the United Kingdom,Germany,France,and China varies in scale and emphasis due to institutional environments and academic resources,the active integration of multidisciplinary resources is both an objective reality and a shared consensus.In China—where the discipline has prioritized institutionalization—such resources are essential for building an autonomous knowledge system,forming the historical foundation of this study's inquiry.Second,multidisciplinary perspectives can be categorized into three types:a structural-analytical orientation drawing on sociology,political science,law,and economics to interrogate institutional systems and macro-structural arrangements,an action-oriented orientation encompassing education,psychology,and management to emphasize practice logics and behavioral interventions within educational processes,and a cultural-interpretive orientation involving philosophy,history,anthropology,and science studies to explore meaning-making,value articulation,and the social construction of knowledge in higher education.Each disciplinary contributes unique theoretical paradigms,focal issues,and methodological approaches,while also facing intrinsic limitations.Third,to overcome the current risks of simplification,conservatism,and overextension in multidisciplinary approaches,future research should promote a dual strategy of specialization and integration,fostering sustained development within individual disciplines while enabling structured dialogue and synthesis to establish a"dialogic model"for explanation;proactively incorporating emerging disciplinary perspectives—such as systems science,artificial intelligence,cultural studies,geography,and cognitive science—will strengthen the theoretical response to future technological transformations and social shifts.Within the Chinese context,it is essential to adhere to an endogenous development path for disciplines,thereby building an independent knowledge system capable of addressing local higher education issues while actively contributing to global academic discourse.关键词
高等教育学/多学科视角/自主知识体系/整合品性/学科建设Key words
higher education studies/multidisciplinary perspectives/autonomous knowledge system/integrative character/disciplinary development分类
教育学引用本文复制引用
赵祥辉,吴英琪..多学科视角下的高等教育学:一个面向自主知识体系建构的学术史梳理[J].重庆高教研究,2025,13(6):27-53,27.基金项目
中国博士后科学基金第77批面上资助项目"博士生时间投入测量及效用机制研究"(2025M771672) （2025M771672）
