从追求宏大理论到走进学校日常生活——对教育学科学化进程的一种系谱学描述

福柯的系谱学对权力／知识的分析对人-社会科学的研究范式与书写方式产生了深刻影响。教育学实践领域也受其冲击而发生了话语的转换。如果我们从系谱学的角度来反思教育学寻求学科化的历史进程，就会扩大对学科这一概念的理解：作为权力／知识实践方式的学科制度不仅是科学化的标志，也是控制现代生活的策略与技术。因此，对作为一门学科形式存在的教育学知识的寻求未必是适当的或必要的。目前，我们似乎更应该走进学校日常生活，由此迈向具体的教育实践。这或许是教育学走出迷茫之路的一条可能的途径。

A Genealogical Analysis of the Educational Study

Foucault's of knowledge/power system has exerted a profound influence on the research paradigm and writing pattern in humanities and social science studies. It has brought about discourse conversion to the current educational study as well. Reflecting from the perspective of genealogy the effort made to establish education as a discipline, we may broaden our understanding of the concept of discipline, which is not just a symbol of established science but also a knowledge/power practice dominating modern social life. Therefore, the pursuit for educational knowledge as a discipline might seem neither necessary nor appropriate. Rather, it appears crucial for educational research to approach daily-life in the school. This, probably, is a feasible way out of the current perplexity in the educational study.