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面向结构复杂、功能多元、内外交互的实践场域，采用多学科视角开展研究成为高等教育学界的广泛共识。然而，不同学科视角的运用表层化及彼此割裂等问题，严重阻滞了学科自主知识体系的持续积累和整合深化，并对学科后备人才的学术规训和代际传承产生负面影响。为推动高等教育学自主知识体系建构，围绕多学科视角的源流、议题与进路展开分析，系统呈现其与高等教育研究的交互关系和知识脉络。研究发现：(1)尽管制度环境、学术资源等是导致美、英、德、法、中等国对高等教育研究的重视程度及发展规模存在差异的重要原因，但全球高等教育研究对多学科资源的主动整合趋向始终是一种客观存在和基本共识，这在注重学科建制化发展的中国情境下，不仅成为高等教育学自主知识体系建构的关键资源，也为深入探讨高等教育学多学科视角的历史源流奠定了基础。(2)根据不同学科的主导研究取向，可以将多学科视角划分为3种类型：结构分析型，主要包括社会学、政治学、法学、经济学等，侧重制度系统与宏观结构的剖析；行动导向型，包括教育学、心理学、管理学等，强调教育过程中的实践逻辑与行为干预；文化阐释型，包括哲学、历史学、人类学、科学学等，聚焦高等教育的意义生成、价值表达与知识建构机制。不同学科在理论范式、具体议题和方法论上均有独特贡献，但也存在客观限制。(3)面对高等教育研究目前多学科路径的简单化、保守化和过度化等问题，未来需在锚定问题导向的基础上，推进“专精”与“整合”双轮驱动，在深化单一学科视角的基础上实现多学科对话与整合，建构以“对话模型”为核心的解释框架；前瞻性纳入系统科学、人工智能、文化学、地理学、认知科学等新兴学科视角，以强化对未来技术变革与社会转型的理论回应；在中国语境下，坚持学科内生发展路径，形成既能回应高等教育本土问题又可参与全球学术对话的自主知识体系。
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.
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(1)在本文语境下,有必要对以下几个主要概念进行区分。(1)“高等教育研究”泛指一切以高等教育系统为对象的学术研究活动,是推动高等教育学自主知识生产的引擎,其成果构成“高等教育学自主知识体系”的基本内容。(2)“高等教育学研究”指以高等教育学本身的学科性质、范式、方法、成员等为研究对象的学术研究活动,是对“高等教育学自主知识体系”构建的元思考。(3)“高等教育学”指学科建制本身,是构建“高等教育学自主知识体系”所依附的学科载体。(4)“中国高等教育学自主知识体系”是立足我国本土高等教育实践,回应国家核心关切与重大问题,在融合多学科智慧、批判吸收全球高等教育研究成果基础上形成的高等教育知识集合,是“高等教育学”学科成熟的核心标志和终极目标。
基本信息:
DOI：10.15998/j.cnki.issn1673-8012.2025.06.003
中图分类号:G640
引用信息:
[1]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(06):27-53.DOI:10.15998/j.cnki.issn1673-8012.2025.06.003.
基金信息:
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)
2025-08-04
2025
2025-09-12
2025
2025-08-13
1
2025-09-16
2025-09-16
2025-09-16