CAJ | 학술논문

民族教育一直处在国家意识形态、地方（民族）意识形态和个体精英意识形态的交织与博弈之中，在竞争、磋商和认同中规定了民族教育的目标、宗旨、内容和国家统一的指导原则、纲要，并在制度化中进一步完善起来，在法律上给予了承认和保障。意识三态观作为一种理论视野、一种行动视野和一种范式，不仅仅应用在民族教育研究方面，还可应用在民族理论和民族关系的实践方面。它未身不是一个大理论，却为建立大理论提供视野；它也不是一个微理论，但能为建立微理论提供思考和操作；它是一个中型理论的范式，可以将宏大理论与微理论、理论研究与经验研究结合起来。
민족교육일직처재국가의식형태、지방（민족）의식형태화개체정영의식형태적교직여박혁지중，재경쟁、차상화인동중규정료민족교육적목표、종지、내용화국가통일적지도원칙、강요，병재제도화중진일보완선기래，재법률상급여료승인화보장。의식삼태관작위일충이론시야、일충행동시야화일충범식，불부부응용재민족교육연구방면，환가응용재민족이론화민족관계적실천방면。타미신불시일개대이론，각위건립대이론제공시야；타야불시일개미이론，단능위건립미이론제공사고화조작；타시일개중형이론적범식，가이장굉대이론여미이론、이론연구여경험연구결합기래。
Ethnic education has been constantly staying in the network jointly constructed by national ideology, local （ethnic） ideology and individual elite ideology, and its goals, purposes, nationally unified guidelines are fixed during the process of competition, negotiation and identification. They are per- fected during institutionalization, acknowledged and protected by laws. The ＂ perspective of three ideological states＂, being categorized as a field of theory, a field of action and a kind of paradigm, can he applied to research on ethnic educa-tion as well as on practices of ethnic theory and ethnic relationship. The perspec-tive itself is not a macro theory, but it can expand the horizon to establish macro theories; it is not a micro theory, but it is able to share thoughts and experience in practice to establish micro theories. Therefore, it is a medium theoretical par-adigm, combining micro and macro theories as well as theoretical research and empirical research together.