| 教育学者何以成为公共知识分子 |
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| 引用本文： | 刘荣秀,刘铁芳.教育学者何以成为公共知识分子[J].长沙大学学报,2005,19(6):115-117. |
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| 作者姓名： | 刘荣秀 刘铁芳 |
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| 作者单位： | 湖南师范大学教育科学学院,湖南,长沙,410081 |
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| 摘 要： | "公共性"是公共知识分子的显著特征,教育学者以专业研究在学术界立足,由此产生的"专业性"既限制了研究成果的影响力,也有碍教育学者对公共领域的涉足;但教育问题呈现出的公共性品质,公共问题的强大渗透力,以及典型的体制内公共知识分子的感召力,使教育学者成为公共知识分子既成为必要,又成为可能.
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| 关 键 词： | 教育学者 知识分子 公共知识分子 专业性 公共性 |
| 文章编号： | 1008-4681（2005）06-0115-03 |
| 收稿时间： | 2005-08-04 |
| 修稿时间： | 2005年8月4日 |
Whereto Can Educational Researchers Become Public Intellectuals |
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| LIU Rong-xiu,LIU Tie-fang.Whereto Can Educational Researchers Become Public Intellectuals[J].Journal of Changsha University,2005,19(6):115-117. |
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| Authors: | LIU Rong-xiu LIU Tie-fang |
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| Institution: | Institute of Education and Science, Hunan Normal University, Changsha, Hunan 410081, China |
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| Abstract: | The most distinct characteristic of public intellectuals is their commonality. Educational researchers establish themselves in the world by way of specialized academic study. The corresponding professionalism not only restricts the influence of their research findings, but makes them baffled from the public sphere. While the public quality of educational problems, the filtration force of public affairs and the inspiring strength of the public intellectuals in the system make it both indispensable and possible for educational researchers to become public intellectuals. |
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| Keywords: | educational researcher intellectual public intellectual professionalism commonality |
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