学科被认为是大学的基础，是高深知识专门化、体系化的直接产物。然而，目前我国高等教育领域对学科本质、价值、学科彼此关系的认识还不够充分，关于学科观念尚未共识，这导致我国大学的学科建设、学科调整等学科实践活动出现混乱，被学者诟病“无根化”“碎片化”。当前国内的学科研究主要表现为向西方高水平大学学习的“比较范式”以及指向学科建设、学科治理的“管理学范式”，把目光集中在当下的问题及远方可预期的发展目标。为了更全面厘清我国大学学科实践的支配性观念，本研究尝试从历史和哲学的角度对我国大学学科观念的历史演进进行梳理，分析其外部框架和内在逻辑，以期更清晰、更深刻地理解当下学科观念和建设实践中的主要问题。论文考察的时间段纵跨我国现代大学成立至今，收集了丰富的学科实践案例以及高等教育管理者、研究者有关学科的认识。研究采用“观念史”的方法，借鉴理想类型的思路，对复杂、甚至互斥的材料进行分析、整理和归纳，在此基础上呈现我国大学学科观念发展演进的历史画卷。我国大学学科观念的发展大致经历了以下几个阶段：作为行业的学科，作为知识分类的学科，作为范式的学科，作为门派的学科，作为改造机制的学科，作为领域的学科，作为效益部门的学科。这些不同类型的学科观念既包含形而上的知识分类，又涵盖形而下的组织实体。论文指出，任何学科观念的现实命运，主要不是学者的讨论、分析、判断所能决定的，它有自身的现实逻辑和历史逻辑。由于我国特殊的历史环境和文化基因，我国大学学科从一开始就与社会行业建立起深刻的联系，担负着振兴实业进而自强求富的重要使命；与此同时，学科作为知识分类以及大学组织教学的基本单位，又内在地受到认识论和知德论的影响。外部现实环境与内在哲学基础的动态变化共同推动我国学科观念不断变迁。论文最后提出我国大学学科观念历史演进具有“中国化”和“学随术变”的特征；我国大学学科观念的变迁始终贯穿着行业分工与知识分类的矛盾以及出于利益的知识划界与知识自然分化融合之间的矛盾；我国大学学科观念的历史演进总体呈现出两大趋势：学科观念形成的主导逻辑从知识、教育逻辑转向经济、管理逻辑，从遵循演绎逻辑的规范性学科观念转向遵循归纳逻辑的统计性学科观念。
Discipline is the center of higher education, the foundation of a university, and the direct product of specialization and systematization of advanced knowledge. However, at present, the field of higher education has not formed a clear and mature discipline concept, and the awareness of the whole issue of discipline development and reform is often fuzzy, which also leads to the confusion of discipline construction, discipline adjustment and other discipline practice activities in Chinese universities, which is criticized by scholars as "rootless" and "fragmented". The existing researches mainly show the "comparative vision" of learning from high-level western universities and the use of scientific and modern "governance techniques", focusing on the current problems and the distant development goals that can be expected. On this basis, in order to clarify the dominant concept of discipline practice in Chinese universities in a more comprehensive and local way, this study attempts to sort out the historical evolution of discipline concept in Chinese universities from the historical and philosophical perspectives, and analyze its external framework and internal logic. In order to restore the complicated elements of the current discipline to history, so as to understand the various problems in the current concept of discipline more clearly and deeply.The thesis investigates the period of the establishment of our modern university, and collects abundant discipline practice cases and higher education participants‘ understanding of the discipline. Using the method of "ideal type" to analyze, collate and summarize the complex and even mutually exclusive materials, on the basis of this, it presents a great historical picture of the evolution of discipline concepts in Chinese universities. The development of the discipline concept in Chinese universities has roughly experienced the following stages: as the industry discipline, as knowledge classification discipline, as the paradigm discipline, as the door discipline, as the transformation mechanism, as the domain discipline, as the benefit sector discipline. It includes both the metaphysical classification of knowledge and the physical organizational entity; It not only reflects the internal philosophical basis of the discipline concept, but also presents the practical consideration of the implementation of the discipline concept.The paper points out that the subject concept of Chinese universities has roughly experienced three times of change, namely the late Qing Dynasty to the end of the Republic of China, the founding of New China to the end of the Cultural Revolution, reform and opening up to the present. The central links of the three times are "save the nation and survive - spread Western learning to the East", "political reform - Sino-Soviet relations" and "economic construction - social reform" respectively. They constitute the social and historical background of Chinese university discipline practice. The historical development shows that the realistic fate of any discipline concept is not determined by scholars‘ discussion, analysis and judgment. It has its own realistic logic and historical logic. The thesis is not confined to these external factors and stops on the surface or the contingency of reality, but continues to explore the core of the subject concept, and analyzes the philosophical basis it follows in the course of more than a century‘s evolution. The paper holds that the fundamental reason for the formation of a discipline concept lies in the epistemological framework of an era and the dynamic change of people‘s understanding of the relationship between knowledge and virtue. The former is related to knowledge production and knowledge purporting, while the latter is related to the fundamental mission of university education. At last, it is pointed out that the evolution of academic concepts in Chinese universities is characterized by Chinese characteristics and the change of learning with technology. The contradiction between division of labor and knowledge classification as well as between profit demarcation and natural differentiation and integration of knowledge runs through the change of academic concepts in Chinese universities. There are two trends in the evolution of academic concepts in Chinese universities: economic logic has replaced the logic of education and knowledge to some extent, and it has changed from normative discipline concepts following deductive logic to statistical discipline concepts following inductive logic.
