Is There a Latin American Model of the University?
Is There a Latin American Model of the University?
复制标题
是否存在拉丁美洲大学模式？
DOI：
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发表时间：
2007
影响因子：
1.8
通讯作者：
A. Bernasconi
中科院分区：
文献类型：
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作者：
A. Bernasconi
大学的概念，因为它存在于教师，学生，管理人员和其他选民的头脑中，并在他们关于大学的话语中表达出来。与此同时，模型是一套行动指令，一种模式化的做事方式。在这种情况下，它指的是组织、管理和经营一所大学，并成为一名管理人员、教授或学生。因此，就我们的目的而言，大学模式可以被定义为一种关于大学的本质、角色和组织模式以及大学与国家和整个社会的关系的文化嵌入式理念，它对那些能够塑造这种角色、组织和关系的人施加规范性影响。即使找不到与之完全对应的大学，只要"大学人"继续努力将现实塑造成大学理念所定义的形式，只要这一努力的部分成功有助于在那些能够塑造大学的人的头脑中维持大学的模式，一种模式也可能存在。3截至2003年，巴西有390万大学生，毛入学率为18.2%。同年，墨西哥的数字分别为220万和21.5%，阿根廷为150万和56%，智利为57万和37.5%（CESOP 2005）。4资料来源是智利国家科学和技术理事会的科学和技术指标。[5]在这个意义上，模型不是韦伯的理想类型（Weber，1949）。一个理想的类型是纯粹的启发式的，依赖于先验假设（例如，经济模型，通常是完全竞争和理性行为的假设条件），并且没有规范性的权重。它从来不是一个“模型”。一个理想的类型确实与"模型"的概念有着表面上的相似之处，因为它们都是从许多不同的个人经验中综合出来的心理建构。然而，关键的区别在于，理想类型是研究者头脑中的一种心理建构，而不是她的主体的，而模型只有在它驻留在被观察者的头脑中并影响他们的行为时才是这样。
and general construct, a concept of the university as it exists in the minds of faculty, students, administrators, and other constituencies and is expressed in their discourse about the university. At the same time, a model is a set of instructions for action, a patterned way of doing things. In this case it refers to going about organizing, governing, and operating a university and being an administrator, a professor, or a student. For our purposes, then, a model of the university can be defined as a culturally embedded idea of the essence, role, and mode of organization of the university and of its relationship to the state and to society at large, which exerts a normative influence over those who are in a position to shape such a role, organization, and relationships. A model may exist even if no university can be found that corresponds neatly to it, as long as the effort continues to be made by “university people” to shape reality into the form defined by the idea of the university and as long as even partial success in this endeavor helps sustain the model of the university in the minds of those who can shape it. For this reason, in my effort to elucidate the existence of models and 3 As of 2003, Brazil had 3.9 million students at the tertiary level, representing a gross enrollment rate of 18.2 percent. Mexico’s figures for the same year were 2.2 million and 21.5 percent, respectively, while Argentina stood at 1.5 million and 56 percent, and Chile’s numbers were 570,000 and 37.5 percent (CESOP 2005). 4 The source is the Science and Technology Indicators of Chile’s National Scientific and Technological Council (CONICYT). 5 In this sense, a model is not a Weberian ideal type (Weber 1949). An ideal type is purely heuristic, rests on a priori assumptions (as economic models, for instance, usually posit conditions of perfect competition and rational behavior), and carries no normative weight. It is never a “model for.” An ideal type does have a superficial similarity with the notion of “model of,” inasmuch as they both emerge as mental constructs synthesized from many varied individual experiences. However, the key difference is that the ideal type is a mental construct in the mind of the researcher, not in her subject’s, whereas a model is only such if it resides in the minds of the observed actors and affects their behavior.