体制与认同：高校地理院系调整的启示

地理院系调整研究旨在通过对地理学认同产生不利影响的高校地理院系调整的解析,揭示地理学发展存在的学科与体制认同问题。基于对高校地理院系调整的回顾,分析地理院系调整的原因及影响,并结合当前地理院系发展态势阐明其启示。结果显示：学科认同与院系调整互为关联,尽管地理院系调整导致的解体并不表明地理学的终结,一般意义的调整也存在积极影响,但不同类型地理院系调整对地理学（特别是人文地理学）学科认同的不利影响仍然明显,并影响着体制层面的学科再生产。地理院系调整的发生是多因素共同影响的结果,复杂多样的因素及其影响表明地理院系面临竞争,需要地理学者既“正名”（塑造科学性、统一性的学科形象）又“指实”（完整的院系体制建设）;既“向内”（地理院系及地理学家的努力）又“向外”（维护地理学及地理院系的完整性认同）的集体努力,在强化地理学综合性基础上形成“多轨发展”机制,强化地理学学科与体制认同。“跨学科典范”的塑造或许是当前地理院系应努力的现实目标。

Institution and identity:Inspiration from research on the adjustment of geography departments in higher education

Based on an analysis from a “breakdown historiography” perspective, research on the adjustment and its extreme form closure of geography departments aims to reveal the identity problems that geography and its institution have been facing. After reviewing extant literature that mainly focused on the adjustment of geography departments worldwide, this study analyzes the causes and influences of the adjustments of geography departments with a focal point on the Anglophone and Chinese geography. Further, it aims to enlighten and encourage geographers to take action in promoting the development of healthier geography departments. The result shows that although there are many differences among forms of adjustment of geography departments, such as frequency, magnitude, and processes, “closure” does not imply the end of the discipline, general adjustment can even promote the place of geography in universities, whereas adjustment indeed has many adverse effects on the study of geography, the identity of its institution, and its reproduction as a scientific and consistent university discipline. Particularly, human geography was considered a non-scientific subject and is now viewed as a diversified part of geography that influences disciplinary imagination. The causes and impacts of the adjustment of geography departments are complex, which shows that geography needs to strive for survival and development. Considering the nature of geography and the trend of contemporary geography departments, the study concludes that geographers need to invest in collective “inward” and “outward” efforts to promote the discipline and the complete identity of its institution. An alternative strategy is making geography and its institution an interdisciplinary paradigm that is recognized not only by geographers but also by university administrators, researchers engaged in other disciplines, and the public at large. In doing so, geography can be shaped as an important interdisciplinary unit that, through greater competitiveness and as a complete institution, forms a symbiotic relationship with other disciplines in universities.