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	何谓学术?——学术研究的范式特征
	杨永林
	2010-07-19 ; 2010-07-19
关键词	学术失范 何谓学术 范式特征 分类分析 academic misconduct nature of scientific research paradigm features processoriented plus classificational analysis C03
其他题名	A Study of Paradigmatic Features in Scholastic Practice
中文摘要	近些年来,学术界抄袭之风盛行,学术丑闻不断,有愈演愈烈的倾向,已经发展到了令人震惊的地步,大有建立学术规范,杜绝学术腐败的必要。从哲学层面来看,学术规范的建立,有必要回答3个基本问题:为何学术(Why)?何谓学术(What)?如何学术(How)?结合当前中国语境中的学风建设,3个问题之中,“何谓学术”问题的讨论,显得更为重要和迫切,更具规范性特征。本文包含6个方面的内容(研究背景、案例分析、呼唤规范、失范探源、建立范式、结论展望),集中讨论了“何谓学术”的问题。具体来说,本项研究通过范式理论(paradigm theory)的引入,采用过程化发展的培养视角(a perspective of process-oriented development),分别从全球化、信息化、网络化、数字化、哲学化、理论化、概念化、前沿化、问题化、视角化、焦点化、结构化、文本化、模块化、规范化、社会化、游戏化以及常态化这18个方面进行讨论,对学术研究的本质进行了系统的描述与界定。本项研究的意义在于,通过学术研究范式特征的分类分析,为学术规范的建立,提供一种基础性的研究,提出一种生态化的培养模式(an ecological model of training)。; Scientific misconduct has been regarded as a problem existing both locally and globally. Over the past years, academic scandals have become such a serious problem that it is greatly jeopardizing the research integrity of scientific communities. In a situation like this, the establishment of academic regulations has become something that no serious researcher can ignore. From a philosophical perspective, it is argued that there are three fundamental questions that should be answered before any academic regulation can be introduced. These questions are: Why do we conduct academic research? What is it? How can we do it more scientifically? If we look at the issues related to academic regulations in a Chinese context, it seems that seeking a feasible answer to the question of “What” is more relevant and urgent, compared to the remaining two questions. Following this reasoning, our discussion mainly focuses on the issue of how to define academic practice. The present study covers six parts. The first part is a general introduction to the focus of the study. A case study of scientific misconduct is given in the second part. Calls for academic regulations and factors behind the misconduct are uncovered and discussed in the following two parts. The fifth part is the core part of this research in which the paradigm theory is adopted and a perspective of process-oriented development is introduced to look at the nature of academic training. Eighteen processes identified and analyzed in this part are: globalization, informationalization, netting, digitalization, philosophization, theorization, conceptualization, pioneering, problematization, perspectivization, focusing, structuralization, textualization, modularization, conventionalization, socialization, gaming, and normalization. We suggest in the concluding part that an ecological model of training be adopted so that a good balance can be maintained between technological delicacy and innovative research to reduce new misconduct in the scientific enterprise.
语种	中文 ; 中文
内容类型	期刊论文
源URL	[http://hdl.handle.net/123456789/74556]
专题	清华大学
推荐引用方式 GB/T 7714	杨永林. 何谓学术?——学术研究的范式特征[J],2010, 2010.
APA	杨永林.(2010).何谓学术?——学术研究的范式特征..
MLA	杨永林."何谓学术?——学术研究的范式特征".(2010).

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