本文的主要論點是：作為當前社會科學之基底的認識論，基本上是西方文化之產品。在西方，科學哲學和各門學科之發展，存有一種互為體用的關係：各門學科的發展，變成科學反思的題材，促成科學哲學的發展；科學哲學的發展，又回過頭來，能夠引導各門學科的發展。非西方國家（如臺灣）的社會科學工作者在學習其專攻之學科時，如果抱著急功近利的心態，不加反省批判地套用西方的理論和研究方法，而不深入探討其背後的哲學基礎，則其研究途徑難免流為素樸實證主義，並陷入「學術實踐主體性喪失」的困境。本文以台灣心理學中發展心理學、精神醫學、臨床心理學、人格及社會心理學等各領域的發展為例，說明這種「學術實踐主體性喪失」的困境，同時指出：在大學層次加強社會科學哲學的教育，以促進學術社群對於此一領域的瞭解，應當是解決此種困境的根本之途。

　　　　　This article argues that contemporary social science, as well as its epistemological foundation in philosophy of science, are mainly products of West civilization. The development of various disciplines of science has provided raw materials for philosophers to reflect upon major issues in the field of philosophy of science; while the progress of philosophy may serve as guideline for research of social science. When students of social science from non-Western country （such as Taiwan）adopt Western theories and instruments for empirical research in his/her own society without any sophisticated consideration over its philosophical ground, s/he may follow an approach of native positivism and just duplicate what has been done by scientists of advanced countries. Long-term accumulation of empirical data collected by this type of research may make a researcher face the crisis of losing his/her academic identity. Such a crisis is illustrated by examples of previous research in the fields of developmental psychology, psychiatry, clinical psychology, personality and social psychology conducted by psychologists in Taiwan. It is advocated that a possible solution for this problem is to implement a project of education on philosophy of science at the graduate or undergraduate level of our educational system in order to promote the scientific community's awareness on this topic.