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| 浅辨与不辩:博士研究生教育质量的真实短板 |
| Superficial Discernment and Lack of Debate: The Real Weak Points of Doctoral Education Quality |
| 投稿时间：2025-03-22 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.04.04 |
| 中文关键词: 博士研究生教育;思辨训练;学术论辩;研究生培养质量 |
| 英文关键词: doctoral education;critical thinking training;academic debate;quality of postgraduate education |
| 基金项目: |
| 作者 | 单位 | | 董云川 | 云南大学 教育学院, 昆明 650091 | | 冯媛媛 | 云南大学 政府管理学院, 昆明 650091
信阳师范大学 教育科学学院, 河南 信阳 464000 |
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| 中文摘要: |
| 博士教育规模发展迅速,质量隐忧相应显现。影响博士人才培养质量的原因错综复杂,但"浅辨"以至于学业浮光掠影而未及深刻,"不辩"以至于学术浅尝辄止而难得创新,这两者于教育全程的双重式微,已聚合成为当下博士教育的真实短板。博士教育承载着历史智慧与未来创新的天职,离不开思辨、质疑及创新等品质。明辨是否定的前提,论辩是超越的基础。惟有鼓励穷辨,倡导争辩,保护申辩,才能有效提升博士生教育质量。为此,学校需要建立并强化维护思辨、保护争辩的教育运行机制,保障学习自主、保护学术自由、保留生长空间;导师需要开放的学术胸襟,在传统与现代之间自省、在个性与共性之间共生、在达标与突围之间释性;学生需要潜心学术,独立思辨,通过论辩、申辩和雄辩,成为不折不扣的精研博学之士。 |
| 英文摘要: |
| As the scale of doctoral education develops fast, concerns about its quality emerge. The factors that influence, constrain, or promote the quality of doctoral education are complex and intricate, among which, there are two weak points throughout the entire education process, one is "superficial discernment" that leads to cursory engagement in study without further exploration, and the other is "lack of debate" that results less innovation due to the academic satisfaction with a smattering of knowledge. These two weak points are the real "short slabs" of the present doctoral education. Doctoral education bears the dual responsibilities of preserving historical wisdom and fostering future innovation. It is inextricably linked to critical thinking, questioning, and the pursuit of transcendence and novelty. Discernment is the prerequisite for negation, and debate is the basis for transcendence. Only by encouraging thorough inquiry, advocating debate, and protecting the right to argue can we effectively enhance the quality of doctoral education. To this end, universities should establish and reinforce educational mechanisms that encourage critical thinking, protect debate, and guarantee learning autonomy and ensure academic freedom, so as to preserve space for the growth of students. Supervisors should adopt an open academic mindset. They should reflect on themselves between tradition and modernity, live between individuality and commonality, and release the spirit between meeting standards and breaking through constraints. Students should dedicate themselves to academic pursuits, engage in independent critical thinking, and, through debate, defense, and eloquence, so that they can become true learned persons with in-depth research outcomes and broad knowledge. |
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