博士生教育变迁：风险与管理

以上讨论试图深入剖析的是风险如何充当思考、谈论和实施博士生教育的脚本。它探讨了博士生教育在何种条件下“让自身成为思考对象”（Foucault，1985：11）。这样一来，它使人们开始关注什么可被视作对博士生有效的管理和监督，什么是“好的”博士生教育。在将博士生教育建构为风险自觉的绩效对象时，我强调了一些当人们接受博士生教育时的“规范性文本……它们阐释了有关人们举止得体的规则、看法和建议”（Foucault，1985：12）。我的观点是作为现代管理逻辑的风险所产生的脚本，使得所有参与到这一复杂工作的人都开始“质疑他们自己的行为，监督并管控自己的行为，并将自身塑造为伦理道德的主体”（Foucault，1985：13）。换句话说，学术导师恰当的表现是承担起风险意识管理的道德伦理责任。

将风险界定为博士生教育中关键的推动力量，我并非为了支持或反对这种发展。它是我们进行博士生教育的条件，而非有待解决的问题。这并不表示我们要不加思考地接受它。我们的确需要关注任何声称“将我们从不足之中解救出来的”的做法中所蕴含的讽刺，以及那些含有风险意识的做法中所蕴含的讽刺。

G. K. Chesterton 曾警告世人：“我们这个世界的真正麻烦并不在于‘这是个非理性的世界’，亦非‘这是个理性的世界’。最常见的麻烦其实在于‘这是个近乎理性但又并非如此的世界’。”（Chesterton，1909：149）当全能理性的体制被用于管理近乎理性的人时，荒谬几乎是不可避免的。风险既引导又限制了学者们关注什么，也影响着我们如何理解有效的教师或研究者意味着什么。风险亦敌亦友，既是施动者（enabler）又是约束者，它与我们每个人的生活息息相关。

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