研究生教育导学关系中价值共识的生成逻辑与培育路径——基于哈贝马斯交往行为理论

The Generation Logic and Cultivation Path of Value Consensus in the Mentorship Relationship of Postgraduate Education—Based on Habermas’ Theory of Communicative Behavior

摘要: 我国研究生教育中导学关系异化引发的价值共识断裂，成为制约研究生培养质量的关键问题。本文以哈贝马斯交往行为理论为分析框架，系统探究研究生导学关系中价值共识的生成逻辑、断裂成因与培育路径。研究发现，导学关系本质是以学术为轴心的理性交往，价值共识依托共同学术目标、相似学术理念与良性沟通互动，通过语言沟通的理解认同、遵循规范的交往实践、生活世界的意义建构三重机制生成。当前共识断裂根源在于交往行为工具化、交往理性四重有效性缺失、生活世界被经济与权力殖民化。本文据此提出重建交往理性、优化交往行为、重构生活世界的培育路径，为化解导学矛盾、构建和谐导学共同体、推动研究生教育高质量发展提供理论支撑与实践方案。

Abstract: The breakdown of value consensus caused by the alienation of mentor-student relationships in China’s graduate education has become a critical issue constraining the quality of graduate training. Drawing on Habermas’s theory of communicative action as an analytical framework, this study systematically explores the logic of value consensus formation, its causes of rupture, and pathways for cultivation within mentor-student relationships. The research finds that the essence of such relationships lies in rational communication centered on academic pursuits, with value consensus emerging through three mechanisms: mutual understanding and recognition via linguistic communication, adherence to norms in communicative practices, and meaning construction within the lifeworld—supported by shared academic goals, similar scholarly values, and healthy interactive exchanges. The root causes of current consensus breakdown lie in the instrumentalization of communicative actions, the loss of the four validity claims of communicative rationality, and the colonization of the lifeworld by economic interests and power dynamics. Based on these findings, the paper proposes pathways for rebuilding communicative rationality, optimizing communicative behaviors, and reconstructing the lifeworld, offering theoretical foundations and practical solutions for resolving mentor-student conflicts, fostering harmonious mentor-student communities, and advancing high-quality development in graduate education.