摘要
社会工作专业博士(DSW)培养中长期存在着实践性和学术性的理论张力,以往的研究强调DSW与传统哲学博士(PhD)在培养目标上的分野。本研究则主张超越两者的标签之争,聚焦于如何真正实现社会工作理论与实践深度融合,认为中国社会工作专业博士发展模式,是培养“融合学术与实践的元理论取向”的“实践学者”(pracademics)。作为理论回应,中国社会工作专业博士人才培养应建立“理论—实践”双螺旋驱动的创新培养机制。而实践学者培养的特质则体现在建设探讨真问题导向的课程体系、完善双轨导师制度以及实行以行动研究为基础的学位论文考核。然而,现实中仍然存在核心师资短缺、校级制度支持滞后,以及培养自主权限制等结构性问题。在此结构性困境短期内难以改善的情况下,本研究提出要以项目化行动研究为主要教学法、搭建体制外研究平台以及实行精细化质量保障等相应策略。因此,社会工作实践本质决定了专业博士教育必须走“实践学者”整合之路。这要求未来培养模式应更加注重培养博士生在实践场域中的行动研究能力,培育其解决中国复杂社会问题的能力,以致社会工作专业博士成为推动社会服务体系变革与创新的高级实践学者。
The training of a Doctorate in Social Work has long been marked by an inherent tension between practicality and academic rigor.This conflict deeply reflects the dilemma of theory-practice disjuncture brought about by China’s unique“education-first”development path in social work.To effectively bridge this gap,this paper moves beyond the“labeling debate”between DSW and PhD programs.It proposes and systematically explains an innovative training model guided by the“Pracademics”concept.The core idea of this model is to deeply integrate the mindset of a practitioner with the actions of a scholar,aiming to cultivate advanced leaders who can both address complex real-world problems and produce knowledge using rigorous scientific methods.The theoretical foundation of the“Pracademics”concept is deeply rooted in the pragmatic philosophy of John Dewey,particularly his idea of“Learning by Doing,”which emphasizes that identity construction is a cyclical process based on experience.Building on this,Donald A.Schön’s“Reflective Practice”theory provides a core competency framework for this concept.It posits that through“reflection-in-action,”professionals can transform“tacit knowledge”from uncertain practical situations into explicit,verifiable academic knowledge,thereby addressing the“legitimacy crisis”of practice-based knowledge in the academic sphere.Furthermore,Jean Lave and Etienne Wenger’s theories of“Situated Learning”and“Communities of Practice”provide the crucial social structure and setting for the knowledge generation and identity construction of“Pracademics.”Based on this theoretical framework,this paper develops an innovative“theory-practice double helix”training model designed to nurture“Pracademics.”This model views theoretical learning and practical exploration as two interconnected and mutually reinforcing axes that proceed in parallel rather than in a linear sequence.The theoretical helix focuses on systematic coursework and classic literature studies to build a solid,interdisciplinary theoretical foundation.In contrast,the practical helix is centered on“project-based action research”that spans the entire training process,guiding students to confront real-world issues,intervene,test,and extract practical wisdom through reflection.The operation of this model relies on a dual supervisor system,comprising an academic supervisor from the university and a practical supervisor from the field,as well as the“Community of Practice”mechanism.The latter,as a learning community that breaks from the traditional one-on-one relationship,provides a multi-directional interactive space for knowledge production and identity reconstruction.This model is designed to systematically cultivate eight core competencies,which collectively form the complete profile of a social work“Pracademic.”These competencies are divided into three levels,corresponding to different stages and goals of the training.The essence of this model lies in guiding doctoral students through a dynamic process of identity construction,from“legitimate peripheral participation”to a core identity.For experienced practitioners entering the academic field,they initially act as“newcomers.”However,within the“crucible”of“project-based action research,”they continuously engage in“reflective practice,”systematizing their implicit“tacit knowledge”and ultimately achieving the transformation from a simple practitioner or scholar into a composite“Pracademic.”Despite its pioneering design in concept and mechanism,the implementation of this model faces several structural dilemmas.Firstly,there is a“structural shortage”of core faculty who themselves possess the dual identity of scholar and practitioner;however,the existing university evaluation system does not incentivize faculty to engage in deep,long-term practical involvement.Secondly,there is an inherent conflict between the traditional and standardized university management system and the flexibility and autonomy required by the“double helix”model,resulting in inadequate institutional support.Finally,the autonomy of DSW programs is constrained,exacerbating the practical tension in the model’s implementation.In response to these structural challenges that are difficult to change in the short term,the paper proposes three feasible strategies.First,it advocates adopting“project-based action research”as the primary pedagogy.This is not only a mechanism for training core competencies but also a viable path for producing academic output within the current system’s constraints.Second,proactively establishing“extra-institutional research platforms”to serve as“experimental fields”for bypassing institutional rigidities.These platforms can provide students with authentic,dynamic,and practical settings,gradually building influential“Communities of Practice.”Third,implementing refined quality assurance measures,such as small-class teaching,optimized admission standards,and a dynamic elimination mechanism,ensures the quality of training for a diverse student body.In conclusion,the inherently practical nature of social work dictates that its professional doctorate education must advance toward an integrated“Pracademics”approach.This is not merely a“comprehensive experiment”concerning training model innovation but also a profound reflection on and reshaping of the professional development path for social work in China.The value of this paper extends far beyond the field of social work,as it offers a universally applicable“meta-model for talent cultivation”for other professional doctorates being vigorously developed in China.The exploration of this model offers pioneering insights for transforming the higher education system from a traditional“knowledge transmission”paradigm to a“capability-based”one,geared toward solving real-world problems.Its future development warrants continuous evaluation through longitudinal and comparative case studies.
作者
朱健刚
尹茹
ZHU Jiangang;YIN Ru
出处
《社会工作》
2025年第5期74-89,159-161,共19页
Journal of Social Work
基金
国家社会科学基金重大项目“残疾人社会组织活力的社会机制研究”(项目编号:21&ZD182)。
