striving to become a leading university and faculty of education—lessons from different countries ...
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Striving to become a leading University and Faculty of Education—Lessons from different countries 致力于成为一流大学和一流的学院——来自不同国家的经验 Rob Tierney Paper presented at the Fifth Anniversary of the Faculty of Education, Beijing Normal University, June 28, 2014. In this paper, I draw from my experiences to suggest that the leading faculties or universities have a vibrant community of inquiry-‐oriented colleagues (faculty, students, stakeholders) engaged in a diverse array of research, which crisscrosses the complex terrains of life-‐long and life-‐wide education. The leading faculties or universities are sites for generating ideas, advancing inquiry, spurring dialogue and engaging in project development—hub(s) and stimulating environment of researchers exploring pressing issues and the frontiers of new knowledge. They do not stand still or shy away from complex issues stemming from an interest in invest in people pursuing the cutting edge through especially via collaborative engagements within and across the Faculties and across institutions locally as well as globally.
. 在这篇报告中,我从我的自身经验讲起,谈谈如何致力于成为一流大学和一流的学院。我认为一流的学院或大学有着一群充满活力的研究者(包括教师、学生和相关人
士),他们热心投入到教育研究这一关注个体和群体成长全过程,这也是一个充满多样
化,并且相互交融,内容繁多的领域。这些一流的学院或大学迸发想法、进行各项调查、
促成相互对话并且投入到各种项目中,这些研究成为领先的内容,并且激励着解决那些教
育领域中紧迫的问题、产生前沿新知识。一流的学院和大学不会停滞不前或躲避来自最前
沿复杂的问题,尤其是通过本土的研究者和来自全球各地的教师和机构共同协作,来解决
当代教育中的问题。 Being cutting edge 站在最前沿 In my experience the leading universities and faculties are engaged in doing cutting edge innovation, theory development and scholarship. They lead by example-‐-‐spurring new ideas, addressing and defining what is relevant and do so by bringing together groups to form new coalitions in order to make a difference in ways that are responsive. The leading faculties are defining the key issues. 根据我的经验,一流的大学和学院应致力于研究前沿的创新、理论的发展以及学术
成就的积累。为了打破在许多研究问题上的常规看法,他们聚拢多个团队,协同工
作,从而促成新的思想产生,关注现实并且提出自己的看法。一流的学院总是能够对
一些关键教育问题进行提出自己见解,重新定义相关的研究。 As they engage in the world of ideas, universities and their faculties distinguish themselves by the following:
• Possessing a scholarly energy/magnetism derived from a mix of curiosity, knowledge, innovation and an energetic “make a difference” attitude;
• Being attuned to global and local developments and pressing issues; • Being integrally involved in local, national and global networks; • Spurring individual and group entrepreneurship in their teaching, service and
research; • Advancing our research approaches and findings; • Having a measurable influence through the dissemination of and mobilization of
inquiry and ideas via publications, the web, participatory research and the influence of their graduates.
我们的教师在分享世界范围内教育思想、与各国大学和研究人员交流的同时,如果
要成为一流,还应具有以下特点: 拥有学术活力/吸引力,源自旺盛的求知欲、对知识孜孜不倦的追求、勇于创新和
“积极进取”的态度;
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适应全球化和本土化的发展以及应对紧迫的问题; 与当地、全国和全球化生活紧密相关; 在教学、社会服务和科研工作中,激发个人和团队的企业家精神; 不断改进我们的研究手段,获得新的研究发现; 让研究和思想广为传播、扩大,在社会形成重要的影响力,如通过出版物、网络、参
与性研究和学校毕业生们的社会影响。 Leadership involves an ongoing pursuit rather than some form of past recognition. Standing still or just doing what has been done in the past will not suffice. Their modus operandi involves creating cutting edge hubs—that is, gatherings, working groups or initiatives that create the intellectual environment to address the pressing issues, to advance ideas and to implement possible projects. They enlist approaches that are participatory and reflexive and utilize a variety of lens including historical, comparative, critical, cultural, societal, qualitative and quantitative to do so. They spur new initiatives and the theories undergirding them, advance discoveries, provide critique, generate questions, offer insights into imagined futures. 领导力包括坚持不懈的追求,而不是依靠过去的声誉。停滞不前或只是重复过去所
做过的议题是远远不够的。他们站在最前沿——工作小组创造学术环境以解决急迫的
问题、产生新想法、完成合理的项目。他们 采取招募参与性强、具有反思性、使用包括历史、比较、关键、文化、社会、定性和定量的方法 的方法。他们产生新的举措和理论,并巩固 ,提出新发现,展开批评、提出问题、分享对未来的见解。 The leading universities do not shy away from difficult issues including: emerging developments (e.g. digital learning, internationalization) and tricky political matters (e.g. westernization, gender, equity, indigenous education). Plus they continue their investment in what might be considered cornerstones of education (e.g. pre-‐school, primary, secondary and tertiary schooling, teacher education, curriculum and assessment, special needs education, policy and foundational studies).. 一流的大学不会视而不见这些问题:新兴发展(如数字学习、国际化)和棘手的政
治问题(如西方化、性别、公平、原住民教育)。并且他们可能还会继续研究教育学
的基础问题(例如学前教育、小学教育、中等和高等教育、教师教育、课程和评价,
特殊教育、政策和基础研究)。
And, through their publications, web resources etc., and especially via their graduates, provide a trail and guidance to fellow educational travelers that illuminates the past and the future and serves as a modern day silk road that reaches across countries, distance and time. It is a path which extends beyond today into tomorrow –indeed, not inconsistent with what Mo Yan suggested in his Nobel Prize speech in 2013 “Speech is carried off by the wind; the written word can never be obliterated." Mo Yan -‐ Nobel Lecture: Storytellers". (Translated by Howard Gold blatt) 26 Feb 2013 并且,通过他们的出版物、网络资源等,特别是通过他们的学生,为教育后辈们点
亮前路,给予指导,阐明了教育研究的过去和未来。中国教育的研究应该象一条现代
丝绸之路,跨越国家的阻隔、地理的距离和时间的跨越。这条道路超越了今天和明
天,就像贵国著名作家莫言先生在 2013年诺贝尔文学颁奖大会上的讲话中所说:“用嘴说出的话随风而散,用笔写出的话永不磨灭”,一流大学和学院的教育研究也应如
此。
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Investing in people During my time in the United States, I had the good fortune to be part of a group that was involved examining what it takes to be among the leading research universities. Part of our investigation of the issues involved interviews of the head of research from the most successful research universities at that time—University of Wisconsin and the University of Washington and others. These interviews confirmed what I had conjectured: key to research leadership were the people you hired and how you supported them. I found the comments by the Vice President for research of the University of Wisconsin especially provocative. When asked about Wisconsin’s ascendancy, he stressed the importance of university support for research. While he did not dismiss the importance of external funding, he stressed that there are areas of research that may not be a priority for external funding agencies or in need of development for which university funding may be essential. He commented, “Too often, cutting edge work or work with a social imperative may not be attractive to outside and government sources. Too often they largely fund the bottom feeders.” In my experience, leading universities and faculty become leaders by investing in themselves rather than waiting for outside funding. In some countries there are some exceptions. For example, Canada funds cutting edge research, or what Canada calls curiosity driven research, and Australia funds Discovery grants. But these are more the exception than the rule with the end result that researchers may struggle to obtain funds for research on the new frontiers. 我在美国期金,有幸参与研究了一个课题:如何成为领先的研究型大学。作为调查
研究的一部分,我访谈了当时最成功的研究型大学:威斯康辛大学和华盛顿大学的研
究主管。这些访谈证实了我的推测:研究领导力的关键是你用什么样的人以及如何支持他们进行研究。我发现威斯康辛大学研究副主管的发言富有启发性。当被问及威斯康
辛大学的优势在什么地方时,他特别强调了大学支持研究的重要性。虽然他没有否认
外部资金的重要性,但他强调,外部资金对一项研究来说可能并不是最重要的,而来
自大学的支持 可能是至关重要的。他说,通常,前沿工作或与社会关注的重要并不吸引外部或政府资源,外部研究资助来源有限。根据我的经验,一流的大学和机构要成
为这一领域的领导者,就必须关注自己的研究者,而不仅仅是期待着外部资金。但在
一些国家也有例外。例如,加拿大前沿研究基金、加拿大所谓的好奇心驱动研究,和
澳大利亚发现基金。但这些例外,因为有时候研究人员会为了获得资金而创新。 The leading faculties and universities pursue practices that support faculty, staff and students with adequate financial support (including salaries to fend off competitive offers or to ensure that faculty can address the cost of living in their community). I would suggest that a key issue would be adequate financial resources and discretion to invest in faculty development. At a time of dwindling government support, universities and faculties may need to make a strong case for the return on investment in university research and education at the same pursue new revenue sources. For example, I suspect a case can be made In most institutions that they have expanded the number of students that they enrol and graduate. They can demonstrate a substantial economic impact (e.g. Sudmant, 2013) from their advances (patents, discoveries) in the sciences especially and the impact of their graduates upon societal developments. . If Faculties and Universities are to assume or retain leadership roles, they need new revenue to do so with the understanding that they will be accountable and transparent with how they are used. With dwindling government support, other sources need to sought. At UBC, I felt encouraged to do so; at the University of Sydney, I had considerably more difficulty as funds dwindled against inflation, the government disallowed some initiatives and support for new buildings rather than people became the priority, 一流的教育研究机构和大学为教师、工作人员和学生提供充足的资金支持(包括有
竞争力的工资待遇、提供或确保教师可以解决他们在社区的生活成本)。一个关键问题
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是在拥有资金保证,同时精心规划教师的发展。西方多国的大学都面临着政府对高校
资金支持减少之时,大学在期待投资回报的同时,必须寻求新的收入来源。例如,扩
大学校招收和毕业的学生人数。一流的大学可以展示从他们的先进研究成果(例如各项专利、研究发现)、特别是毕业生和对社会发展的影响所带来的实质性经济影响。如果一所大学和机构要保持他们的领导地位,他们需要一笔新的收入来负责说明他们如何
使用这笔钱。在英属哥伦比亚大学,我感受到我被鼓励这样做;在悉尼大学,由于基
金的减少难以对抗澳大利亚近年来的通胀膨胀问题,政府不允许大学对研究人员更多
的资金支持,因此我遇到了更多困难。 A key element in a universities development has to do with how it is positioned—economically, socially, culturally and educationally. In my experience, Faculties that are less independent, that is,more managed at the same time as their class sizes and offerings are aligned with minimums befitting the financial modeling, and aligns appointments with economics over merit. Faculty appointments are measured as much by the economics of the offerings as their educational merit. In contrast to this plight, I would suggest that the leading universities recognize the value of new hires and more investment especially in people and their development
大学发展的一个关键元素与其如何定位经济、社会、文化和教育的关系息息相
关。根据我的经验,教职员更缺乏独立性,也就是说,更多的管理的同时 他们的班级规模和产品与金融建模的最低限度相契合,并且对教职员的任命也与经济价值相契
合。对教师的任命应根据他们的教育价值尽可能符合经济学。为了走出这一困境,我
建议一流大学应认识到新员工的价值,并更多地投资于人和人的发展。 At the Ohio State, UBC and the University of Sydney (to some extent), I was dealing with universities in transition from largely teaching faculties to research faculties. And, while some faculty members were high profile researchers, others were less so. Without discounting the pre-‐existing advantages of a select few, I was keen to establish practices that ensured that all faculty and graduate students were supported in research endeavors so I pursued faculty engagement in revising workload formulas and practices to ensure that all faculty had the conditions for undertaking research. At UBC and Ohio State I distributed whatever discretionary funds I had for faculty to spend on their research and I also allocated additional funds if they worked collaboratively and included postgraduate students in their endeavors. At UBC I received proposals from over 80 of the Faculty all of which we were pleased to fund. At Sydney, because of the isolation that I found that some faculty, especially junior faculty experienced, I invested in working groups 在俄亥俄州立大学、哥伦比亚大学和悉尼大学,(某种程度上)我致力于将教职员的教学能力转化为研究能力。虽然有些教员是态度鲜明的研究者,其他人则并不是这
样。除去少数的预先存在的研究者优势,我希望能够使所有教师和研究生都参与进
来,所以我帮教师修改了工作量以确保所有教师有条件进行研究。在哥伦比亚大学和
俄亥俄州立大学,我为教职员的研究发放任何我可自由支配的资金,我也为共同协作
的工作小组包括研究生发放更多的资金。在英属哥伦比亚大学,我收到了来自超过 80位教职员的提案,他们所有人我都愿意资助基金。在悉尼,我发现一些教师,特别是
青年教师经验丰富。我投资于工作小组。 At the same time as I was endeavoring to create a research culture, I was also keen to do so in a fashion which addressed some other practices that I felt needed to be revamped. I wanted to reduce the bureaucracy and the hierarchical/bureaucracy associated with allocating funds and approving their differential uses—essentially I wanted to increase self-‐determination and avoid a mentality which did not respect the decision-‐making professionalism of my colleagues and perpetuated a delegation up form of permission
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getting. I wanted to extend the advantages of research support beyond those who had received historic advantages. 与此同时,我努力创建一种研究文化,我也希望能以此解决其他一些需要改变的实践问题。我想减少一些资金分配上的官僚主义和等级制度,并且可以批准他们不同的
资金使用需求。我希望能增加自主权,以及避免不尊重我同事决策专业性的心态,并
且把这种授权许可的形式延续下去。我希望除了那些拥有历史性的优势的教职员外,
我能扩展研究支持的优势。 I would characterize what we did as working at both ends; that is, supporting historically high achievers and investing in new or junior scholars. In reality the economic investment was modest compared with the return for the Faculty. Within a few years UBC, The Ohio State University and, to some extent, the University of Sydney became known for their research leadership in a range of areas with individuals and clusters of colleagues making a difference indeed, becoming global leaders in selected areas. For example, I was keen to support research on our own practices in all institutions; at UBC, I supported indigenous research initiatives and other areas; at University of Sydney and UBC, I was keen to support global collaborations such as we have with BNU. 我认为我们所做的工作就像在两端,即支持成功人士和投资于新学者。事实上,经济上的投资远小于投资教员的回报。在近几年里,英属哥伦比亚大学、俄亥俄州立大
学和悉尼大学,在某种程度上说,这些大学因个人或团体的研究领导力而闻名,在一
定地区已属全球领先。例如,我一直致力于支持在所有机构进行我们的研究。在悉尼
大学和哥伦比亚大学,我一直致力于与像北京师范大学这样的学府进行全球协作。 Seeding collaborations within Faculties and across universities There is a famous saying from a well-‐known movie in North America about baseball called Field of Dreams, based on book by Canadian writer Kinsella called “Shoeless Joe “ . The saying is “If you Build it, and they will come.“ In my experience, I have found that to be quite true, but it is more to do with people than fields or buildings. And, it has to do with prior investment from inside as a necessary prerequisite to outside investment. For example, at UBC, the British Columbian and Canadian government were keen to support our indigenous initiatives, our school leadership initiatives and a range of projects addressing the needs of at risk students. Likewise, funding followed from other provinces and sources (individuals and agencies) to support our pre-‐existing start up efforts in curriculum development, teacher development, special education, school health and sports program. 播下跨学院合作的种子 北美一部关于棒球的小说(电影)叫做《梦想成真》,是根据加拿大作家
Kinsella的书《没有鞋子的乔》改编的,其中有一句名言。这句名言说的是,只要你播下种子,就一定会获得收获。在我的经验看来,我认为这句话完全正
确,但比起建筑,它与人更息息相关。并且,这与之前提到的内部投资是外部
投资的必要前提息息相关。例如,在英属哥伦比亚大学,英属哥伦比亚和加拿
大政府热衷于支持我们本土的举措,而我们学校领导和一系列项目则重在解决
有风险学生的需要。同样,来自其他省份和来源(个人和机构)的资金则用来支持我们预先存在的关于课程开发、教师发展、特殊教育、学校卫生和体育项
目。 While the funding may be important, the most essential ingredients in advancing the agenda are the motivations, energy, thoughtfulness, forward thinking perspectives, and good will of faculty. At UBC, I experienced one of the most significant educational developments in the area of indigenous development. My Faculty colleagues, Jo-‐ann Archibald and Graham smith, recognized that aboriginal development required efforts
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at both ends: undergraduate access and post graduate study. The approach resonated with my experience with undergraduate minority students and our success or failure to graduate them. With minority faculty, there was success; without them the success was minimal. Second, they believed that if they built it they would come—in other words, if they offered a cohort approach where aboriginal leaders might come together once a month on the weekend to advance their knowledge and earn doctorates that they would enroll. Third, they saw an enormous advantage to doing this across institutions. So they launched an initiative with the cooperation of all of the major universities in the Province with the goal of having 250 aboriginal doctorates in 10 years. They were right on all fronts. In the first year they had approximately 30 applicants and then in the next over 60. More important than the numbers they created a community of learners—future leaders –graduates to make a difference. And, now, with the success of this effort, UBC and other universities across Canada, Australia and elsewhere are developing similar initiatives. And its graduates are highly sought after—filling a gap missing in many institutions. Such developments may have been initiatives by a few faculty members, but they did not operate in isolation from the fuller faculty. All of the First Nations Faculty became directly involved in the initiative, many non-‐Indigenous faculty were active allies and others offered support in other ways. At the Faculty level, scaffolding was also provided and deemed essential if the initiative was to be sustainable or expand. An office under an Associate Dean for Indigenous Development was established. 虽然资金是重要的,而推进议程最重要的是动机、能源、关怀、前瞻的思
维视角和优秀的教师。在英属哥伦比亚大学,我经历过的一个最重要的教育发
展领域的自主发展。我参与了本土研究最有意义的教育发展项目之一。我的同
事 Jo-ann Archibald和 Graham smith认为,原住民发展需要来自两端的努力:本科生的毕业和研究生阶段的学习。这与我的经验产生了共鸣,即这与本科少
数民族学生是否成功毕业息息相关。有少数民族的教师队伍可能会取得成功,
而没有它们则成功一定是渺茫的。第二,他们认为只有要付出就会有收获——
换句话说,如果他们提供了一种方法,使土著领导人有可能在每月的周末聚在
一起,以增进他们的知识并获得博士学位,他们就会参与进来。第三,他们看
到了跨学院合作的巨大优势。所以他们启动了一项囊括该省所有主要的大学的
的计划,以在 10年中提供 250个本土的博士学位。他们在各方面都是正确的。第一年,大约有 30人提出了申请,在接下来一年中这一数字达到了 60以上。比数量更重要的是,他们为这些未来领导者们创建了一个学习社区以做出改
变。现在,由于这一项目的成功,英属哥伦比亚大学、加拿大、澳大利亚、以
及其他地区的大学都正在采取类似的举措。它的毕业生恰好填补了许多机构的
空缺。这种发展可能是一些教员努力的成果,但这也离不开其他教员的努力。
所有第一民族教师直接参与了行动,许多非本土教师成为了积极的盟友,其他
教员也在其他方面提供了支持。在教师层面,一些有经验的教师提供了脚手
架,如果该项行动要得到延续或扩大的话,这也是很重要的。在副院长办公室
下方的本土发展研究室也已建成。 In my view individual initiatives will often need infrastructure support at the Faculty, University and nationally. The infrastructure can support Faculty’s pursuit of a range of projects, but also help to network with local, national and international initiatives or conversations. In Canada, with our partnerships, we have extended many of our initiatives to be pan-‐Canadian and helped underwrite and helped formulate a national accord on educational research, indigenous education, international education, special
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education, history education and digital learning. We pursued the establishment of and sometimes the revamping of research centres focused on areas of needs—e.g. rural education, autism, history education, community literacy, diversity, curriculum, digital literacy, Chinese teaching. It also extended to new degree offering (sometimes in partnership with other institutions) including UBC, largest masters degree –an on-‐line degree in learning technologies. In Australia, we have been integrally involved in national and global conversations around curriculum, teaching and learning. We developed research centres and an on-‐line degree offerings at Sydney in the learning sciences, special education and other areas; significant initiatives in the area of Science, Technology, Engineering and Mathematics with the Faculties of Applied Science and Science. 在我看来,个体行动往往需要来自教员、大学乃至国家的基础支持。基础设施的建设可以支持教师所参与的项目,也有助于将当地、国家和国际项目形成网络以共同行动
或对话。在加拿大,在我们合作伙伴的帮助下,我们将许多项目扩展为泛加拿大,并
帮助制定了关于自主教育、国际教育、特殊教育、历史教育、数字学习的国家教育研
究协议。我们致力于建立、更新研究中心的重点领域:如农村教育、自闭症、历史教
育、社区文化、多样性、课程、数字素养和语文教学。它还扩展到提供新学位(有时与其他机构合作),包括英属哥伦比亚大学、大硕士学位在线学习技术。在澳大利亚,我们已经完整地参与国家和全球对话的课程、教学和学习。我们在悉尼大学开发了研究
中心和在线学位,包括学习科学、特殊教育和其他领域,重大行动领域的科学、技
术、工程和数学能力的应用科学和科学。 Seeding collaborations across Faculties within the University Collaborations within Faculties are important, but they are also crucial across Faculties. The relationship of Faculties to other Faculties is crucial to achieving leadership. The leading faculties of education are strengthened by having strong colleagues in other areas in medicine, law, the humanities and social sciences and in the science technology, engineering and mathematics. Indeed, such partnerships are seen as crucial as the role of education and educational research are seen as vital to development in the disciplines and vice-‐versa. Also, a Faculties of Education, I believe that we should not shy away from taking leadership in advancing teaching and learning within the university –especially helping our colleagues in other faculty research teaching and learning in their own classrooms and faculties. Indeed, at the Ohio State University and UBC, members of science who were Nobel Prize winners in science became key collaborators and champions in advancing teaching in the Science Technology Engineering and Mathematics areas across the university and in schools. 促进高校教员间的合作 教师的研究能力很重要,但他们之间的协作能力同样至关重要。教师们间
的关系对领导力的实现至关重要。通过在医学、法律、人文、社会科学、科学
技术、工程和数学等其他领域的优秀同事,教育的领导能力得到加强。事实
上,这样的伙伴关系被视为是至关重要的,因为教育和教育研究对学科发展至
关重要,反之亦然。同样,我认为作为教育学的教师,我们不应该回避对教学
和学习在大学的推进,尤其是不应该回避帮助我们在其他领域的同事在自己的
教室进行教学研究和学习。事实上,在俄亥俄州立大学和哥伦比亚大学,科学
方面的诺贝尔奖得主成为关键的合作者和在推进教学科学技术工程和数学领域
的领头羊。 The notion of a hub ( a group of people with shared interests, working together as a collective) is central. It is more than a think tank as it is also engaged in moving
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initiatives forward. My commitment to the hub stems from one of major influence in my academic career occurred in the United States at the University of Illinois in the late 70’s and early 80’s. Illinois was ranked one or two in the world at that time and was a key site in the cognitive revolution that ensued. Of relevance to my own interest, Illinois had received funding for a national interdisciplinary research centre to research reading from primarily cognitive, artificial intelligence and psycholinguistic lens. They had the leading researchers in cognition (Richard Anderson, Andrew Ortony, Rand Spiro, Allan Collins, Ann Brown, John Bransford and others), linguistics (Jerry Morgan, William Brewer) as well as a number of others. I made a radical move to forsake my recently eared tenure to join one other educator (David Pearson) and be part of what I would best describe as a cutting edge national think tank. The shift was stunning in a host of ways. The Center had a magnetic, generative and generous quality to it…it generated energy for research and development in education that I believe changed the face of thinking about meaning making and teaching for some time. It was not a bureaucracy, but a site where ideas were suggested, developed, compared, critiqued and distributed. It was a not a centre that isolated itself from the world or where rich debate was avoided; it was a site for discussion and debate, feedback-‐-‐, it reached out to constituents and within the centre collaborative efforts and a belief in change were the key. We truly believed in the value of what we could add and could have an influence and that we could create the circumstances for such to occur. And, we did in partnership with one another and groups across the university and nationally. We had ample publications in prestigious peer reviewed journals, but these were dated compared with ideas that were exchanged at conferences in conversations through working papers. We built upon each others ideas and in doing so changed theories of meaning making, models for teaching and learning as well as teaching practices on a national and international scale for at least 15 years if not longer. 集体观念(一群有着共同兴趣、集体共事的人)是很重要的。它不仅仅是一
个智库,也把项目向前推进。我对集体的承诺源于对我学术生涯最重要的影响
之一——发生在 70年代末和 80年代初的美国伊利诺伊大学。伊利诺斯州当时在世界上排名第一或第二,并且是随之而来的教育研究中的认知革命研究的重
镇。与我自身兴趣相关,伊利诺伊大学获得了一笔资金以支持国家跨学科研究
中心对认知、人工智能和心理语言学镜头阅读的研究。他们在认知方面(Richard Anderson, Andrew Ortony, Rand Spiro, Allan Collins, Ann Brown, John Bransford和其他人),语言学(Jerry Morgan, William Brewer)方面及其他许多领域拥有优秀的研究员。我做了一项意义深远的决定,即放弃我的终身教职,并加入另一个
教育家(David Pearson)的项目,成为我所描述的最前沿国家智库的一名成员。这个决定在许多方面是惊人的。这个中心有一个磁场,有着生成性和庞大的质
量,它生成了研究的能源和教育的发展,我认为这改变了对教学的思考。这并
不是一个官僚机构,而是一个提议、发展、比较、批判和分享想法的地方。这
不是一个远离世界或可以避免辩论的中心。这是一个充满讨论、辩论和反馈的
地方——共同协作和对改变的信念是它的关键所在。我们真正相信我们可以增
加价值,可以增加影响力,我们可以创建这样的环境。我们在大学和全国范围
内与团体彼此合作。我们在著名的同行评议的期刊上有充足的出版物,但与在
会议上通过工作文件交换的想法相比,这些已经过时了。我们互相交换意见,
这样做改变了意义产生的理论、教学和学习的模型以及国内外的教学实践,影
响将长达至少 15年甚至更长。 Unfortunately, the centre waned as many of us were lured away to other institutions and the centre itself became a site which was given a government agenda rather than allowed to follow the passions and interests of colleagues—it became less a site for open
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interdisciplinary thinking than a site in which the government pulled strings and prescribed what was to be researched…Unfortunately I believe breakthrough thinking retreated as the collaborations faded and the agenda was set by outsiders, and funding no longer supported cutting edge work. Mostly, the emphasis on and lure of funding seems to displace the intellectual vibrancy of cutting edge debate. Funding for educational scholarship and university ambitions seem to take a somewhat secular turn away from possibility to prescription. The seductive power of reputation and measurable achievements such as level of government funding seem to override efforts within the new frontiers. 不幸的是,由于我们中的许多人被其他机构的诱惑,以及中心本身成为了一个被政
府议程占满、而不是允许同事的激情和兴趣充分发挥的网站,它已经不是一个开放的
跨学科研究的阵地,而是政府议程主导的中心,该中心衰弱了。不幸的是,我认为突
破思维已经消失,因为协作变少了、事务的设定者是局外人、资金也不再支持前沿工
作了。主要是对资金的强调和吸引似乎取代了对前沿知识辩论的活力。对教育奖学金
的资助和大学的雄心壮志似乎走上了世俗的轨道。声誉的诱人力量和可衡量的成就,
比如如政府资助水平,似乎覆盖了在新领域的努力。
I would argue that the demise could have been avoided. It is important to work together in a fashion that is more integrated, interdisciplinary and collaborative including in partnership with colleagues locally, nationally and internationally, but it is also important that the work should be done in an intellectual environment that is more open than prescribed. The think tank approach, networks of scholars interacting with one another about the big issues should not take a back seat to what is measurable, manageable or prescribed. 我想说的是,消亡是可以避免的。一起工作是很重要的,这使实践更加综
合、跨学科、且充满包括与本地、国内和国外同事的协作,但同样重要的是,
工作环境应该比规定的更开放。智库的建立、彼此互动的学者网络不应让步于
什么是可衡量的、可控的或所规定的。 Getting started: Inquiring about self At a meetings with faculty members, I am sometimes asked a common question. How do you get started? I often comment that the first step may be the hardest, but I also suggest that that the first step should self-‐study. And, the results and deliberations from the self-‐study should be the launching pad. 起步:自我研究 与教员一起开会时,我有时会被问到一个常见的问题。你是如何开始的?我时常
说,第一步可能是最难的,但我也建议,第一步应该自我研究。而且,从自我研究的
结果来看,它应该是块跳板。 Turning an ongoing inquiry-‐oriented lens upon your own endeavors moves persuasion to another level. For example, at Sydney University one of the most powerful initiatives that we undertook was a study of ourselves over time in the area of aboriginal education. The self-‐study data were significant. It appeared that we did a lot of talking and research about equity and support for indigenous education, but as a community the diversity of our student population was limited, especially in terms of indigenous enrolments in research degrees and the number of low socio-‐economic students enrolled in our programs. As we launched what might has been called a 360 degree view of these matters, we learned that our view of ourselves exceeded our achievements. Our students from low socio-‐economic circumstances reported experiencing forms of discrimination and disadvantage compared with their wealthy classmates. When we discussed addressing issues of social justice in our courses, it was
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apparent that we immersed students in critical theory conceptually but not in practice. The data lay a basis for change. 把一个正在进行的探究性的镜头转向你自己的努力方向,并向另一水平移动。例如,在悉尼大学,一个最有力的行动,是我们进行了我们自己在民族教育领域这么多
年发展的研究。自我研究的数据显著。看来,我们在公平和本土教育的支持上,做了
很多讨论和研究。但作为一个社会团体的话,我们的学生群体的多样性是有限的,尤
其是自主招生的研究程度和参加我们课程的社会经济地位低的学生数量。因为我们推
出了可以被称为对于这些事情 360度看法的项目,我们了解到,我们对自己的看法超出了我们的成就。与富裕的同学相比,我们低社会经济条件的同学,经历了歧视和不
利的境况。在我们的课程中,当我们讨论解决社会公正问题时,很明显,我们让我们
在课堂中讨论社会公平的问题时,很显然我们将学生放置在理论概念中,而不是实践
上。我们将学生放置在理论中而不是实践上。这些数据,为改革奠定了基础。 In a similar vein, I have pursued a similar data based approach to budgetary matters
and the support of faculty in problem solving. It has been my experience that one of the most difficult issues that North American and Australian universities face is the new economy of universities as governments divest themselves or reduce university funding which in turn leads to a greater dependency on external sources, fees, casual labor etc. It has also become coupled with a constant auditing of activities—enrolments, research activities, workload—and management of faculty activities collectively and individually. Sometimes faculty appointments are measured as much by the economics of the offerings as their educational merit. At Sydney, each Faculty and Faculty member is measured in terms of the cost and revenue flows on an annual and quarterly basis en route to making decisions on recruitment, acceptances, class sizes and other decisions. Our conversations tied to educational and economic accountabilities and sustainability represent issues that were hidden, assumed or simply ignored in the past. They served as antecedents for the whole faculty to engage in problem solving, goal and priority setting. 同样,我也通过预算和在问题解决过程中能力支持推断出一个相似的数据。根据我的经验,北美和澳大利亚的大学面临的最困难的问题是新的经济学校因
为政府的脱离或者减少大学经费导致了对外部资源、费用和临时工等更大的依
赖。这也带来了一系列的持续不断的活动---登记注册,研究活动,工作量,还包括对集体和个人的学院活动的管理问题。有时候,学院任命的评价标准,学
院带来的经济利益和教育优势一样重要。在悉尼,每一个学院和学院的成员都
是通过他们在一季度和一个年度中收支情况来决定是否聘任,接受,课程规模
等问题。当我们的谈话涉及到教育和经济的责任,以及平衡当前出现的却在过
去被隐藏起来的或者被简单忽略的问题。解决问题,确立目标和优化目标等问
题就像事先为整个院系设计好的似的。 Closing The cultures of universities and their faculties are quite different in relationship to such visions and their activities. My experiences in North America and Australia at premier universities (University of Arizona, Harvard University, University of California at Berkeley, University of Illinois, Ohio State University, University of Georgia, University of British Columbia and the University of Sydney) has been to embrace the concepts, but be reserved or sometimes hesitant if it entails changes. It is as if they are sometimes feel encumbered or somewhat locked into the status quo or preserving self-‐interests or certain institutional hierarchies and perhaps privilege. These tendencies may be coupled with external forces such as accreditation or lack of open-‐ended funding or
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internal forces such as lack of status (especially of staff or new faculty) or a sense of self-‐determination or support or due to economic pressures. 各个大学和院系的文化是非常不一样的,在他们的视野和活动的关系方面。我在北美大学以及在澳大利亚最好的大学的经历(哈佛大学,加利福尼亚大学伯
克利分校,伊利诺伊大学,俄亥俄州立大学,佐治亚大学,英属哥伦比亚大学
以及悉尼大学)已经说明了这个观点,但是当它们需要改变的时候会显得有点
保守和犹豫。这一点看起来好像它们有时候会感觉到有阻碍的或者某种程度上
受困于现状或者保留自己的利益或者一定的制度阶层以及可能的特权。这些趋
势也许会伴随着外部的压力比如委派或者缺少可扩充的基金或者内部的压力比
如缺少状态(尤其是员工或者新的科系)或自我决定或支持的一种意识或者由
于经济的压力。 As Stefan Collini points out in his book, “What Are Universities For?” universities are in a paradoxical position. Dating back to the 1100’s universities were sanctuary, which afforded freedom of thought in the interest of science and education and have historically had an arms length relationship to the dictates of outside forces. Nowadays they seem filled with people who are harried as they experience the pressure from the public to provide a return on their investment, including an alignment with workforce demands, economic and social developmental needs. Increasingly they are under pressure to demonstrate their relevance and benefits. They are at a what Sousa calls a crossroads as they struggle to locate themselves in a globalized competitive world with a strong relationship to market forces, the hegemony of western forms of science, government edicts and standardization. It may be delusional to consider universities to have been or be utopias for diverse thought, innovation and discovery or to have been sites for independent thinking and freedom of thought, including new ways of knowing across cultures. To some extent, they have been cloistered sites, which have perpetuated the privilege of western thought and educational access for some but not all members of society or culture. And, in age of global managerialism and standardization, their agendas may become even more homogenized as they compete with one another for reputation, ranking and in turn resources based upon common metrics of scholarly production etc. 就像 Stefan Collini在书中指出的那样,“大学是为了什么?”大学处在一个
矛盾中的位置。如果我们追溯到 12世纪,大学是避难所,为对科学和教育感兴趣的思想提供自由,以及已经历史性的和我们所说的外在压力有了一壁之隔
的关系。今天它们似乎被人们填满,这些人被折磨好像他们经历了来自公众的
压力去提供一个对他们投资的反馈,包括一个劳动力需求的联盟,经济和社会
发展的需求。逐渐的他们处于压力之下去证明他们是适合的和有益的。他们处
于 Sousa 所说的一个十字路口上,在全球化竞争的与市场压力、西方的科学形态的霸权、政府法令标准化相联系的世界市场中,他们正努力定位自己。也许
认为大学已经或将是充满多样化思想的乌托邦,或是充满独立和自由思想(包
括了解跨文化的新方法)的地方是一种妄想。在某种程度上,他们拥有了与世隔绝的地方,这儿延续了西方思想和面向不是全部的社会成员或文化的教育思
想。在全球管理主义和程序化的时代,由于大家为了声誉、排名、基于共同标
准的学术资源而竞争,他们的议程可能会变得更加均质化。 In closing, I ascribe to the view that universities should be sites which spur rich, deep and diverse developments based upon informed, but also ethical and responsive educational and scholarly inquiries and projects. Key to these developments is self-‐study, dialogue and critique, cross-‐fertilization of ideas, curiosity driven explorations,
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crosschecking of ideas and innovation. To accomplish this,, universities need to navigate the difficult waters that support academic freedom and distance themselves from vested interests at the same time as they are not be detached from local, national or global communities, but responsive to them. Their discoveries primarily enhance understandings that contribute to advances in theories and practices as well as spur further investigation. Such advances should have a direct influence upon our teaching and programs but may also result in other developments. In medicine they may spur new procedures or remedies, in science they may lead to spinoffs, patents, theoretic and practical advances. In education they may lead to understandings of learning and development as well as the role and nature of various factors including interventions. Publications in key outlets and other measures of potential influence may provide some measure of the influence of a university’s scholarly endeavors, but one should not underestimate the importance of teaching and student learning. We should recognize that perhaps the most significant embodiment of our power may be through our programs and the attributes of our graduates including the roles that they play societally, economically or culturally—especially in our increasingly knowledge society. There are other topics that I had planned to discuss, but time does not permit. I hesitate to finish or suggest that what I have said befits BNU’s past or future. I will leave that for you to consider. However, I would like to stress one element that I have mentioned, but I feel should be highlighted more—the role of the individual and the community of scholars that constitute the Faculty and students.
最后,我认为大学应该是一个激发丰富、深层次、且多样化的发展的地方,还应该是一个充满学术道德、并且积极响应教育和学术调查和项目的地
方。这些发展的关键是自我研究、对话和批判、交换想法、充满好奇地探索、
交叉体验想法和创新。为此,大学必须支持学术自由、远离既得利益者,与此
同时,不脱离地方、国家和全球的研究群体。他们的发现主要是为了增进理
解,促进理论和实践的发展以及促进进一步的调查。这样的发展不仅应该对我
们的教学和项目产生直接影响,且能促进其他领域的发展。在医学上,他们可
能会创造出新的治疗程序或补救措施,在科学上他们可能促进价值、专利、理
论和实践的进步。在教育上,他们可能促进对学习、发展以及各种因素包括干
预措施作用和性质的理解。核心媒体出版物和其他存在潜在影响的措施可能提
供某种程度的信息,但不应低估教学和学生学习的重要性。我们应该认识到,
我们力量的最好体现可能会通过我们的项目、我们的毕业生的成就及角色、在
逐渐发展的知识社会中社会、经济和文化展现出来。我还有很多打算和大家探
讨的话题,但时间不允许。我所说的将有益于北师大过去或未来的发展。这个
留给你们去思考。我还是想再次强调学者个人和群体的作用,是他们构成了教
员和学生。 I remember when I was a new scholar in my 20’s and was asked to write a significant review of research in my field for a key volume to be published. In particular, I invited to pursue what proved to be an influential review of the teaching of many unanswered questions including new research possibilities, but wondered who would do the work. I remember mulling this matter as I headed out to work and glanced in the mirror. As I looked in the mirror, I realized I could be one of those doing the work—making the contribution. And, with others, having multiplicative effects. 我记得,我 20岁还是一个新手的时候,被要求写一个自己领域里的重要研究的评论,那是是否被发表的一项关键的指标。特别是,我被邀请去追踪一个已经被证明的
关于教学许多悬而未决的问题的有影响力的评论,这些问题包含着新的研究可能性,
但谁会承担起这项具有重要意义的工作呢。我记得满脑子都是这件事,正要出去工作
时前,匆匆瞥了一眼镜子中的我。那一刻,我意识到:我也许可以成为那些伟大工作
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者中的一员,为教育研究作出贡献。并且与他人一起,使这项工作具有更大的影响
力。 References Collini, S. (2012) What Are Universities For? Penguin. Santos, Boaventura de Sousa (2012) "The University at a Crossroads," Human Architecture: Journal of the Sociology of Self-Knowledge: Vol. 10: Iss. 1, Article 3. Available at: http://scholarworks.umb.edu/humanarchitecture/vol10/iss1/3 Sudmant, W (2013) The economic impact of the university of British Columbia. http://www.pair.ubc.ca/reports/economicimpact2013.pdf