教育社会学的措辞学批判与反思性转向--以常识问题为例

摘要

教育社会学诞生之初，研究者们便以“超越常识”作为论证其学科权威性的依据。近20年来，随着后现代思潮的涌现，这一观点受到了措辞学的质疑。在措辞学的视野下，这一论点并不具有逻辑的必然，而只是一种措辞工具。面对措辞学的解构，教育社会学应坚持反思性的立场。对此，布迪厄所提倡的“反思社会学”具有重要的启发价值。%At the early stage of the sociology of education,educational sociologists have to “go beyond common sense”as the basis for discipline authority. Since the 20th century,especially in the last 20 years, with the emergence of post-modern thought,this view has been challenged by Rhetoric. Under the vision of Rhetoric, this argument is not a logical necessity,but rather a language tool.This study suggests that,faced with the deconstruction of Rhetoric,Sociology of education should adhere to the reflective stance.In this regard, Bourdieu’ s “reflexive sociology” has an important inspiration value.