【作者】 袁春艳；

【导师】 张维平；

【作者基本信息】 西南大学 ， 教育学原理， 2012， 博士

【摘要】 人口较少民族在现代化浪潮的冲击下和非内动力作用的推动下,自然演进中断、文化变迁骤然,面临着“保生存”与“保文化”的矛盾与困境。每年都有这样一些民族的文化在无声的消失,人类族群的多样性受到威胁,已日益受到社会各界的关注。莽人作为人口较少民族之一,其生存发展与文化传承之间的矛盾冲突反映出了人口较少民族的一些共同问题。作为社会系统重要组成部分的教育,该如何应对?对此,本文以荞人为例,尝试着回答一个问题：人口较少民族需要什么样的生存发展,继而是人口较少民族需要什么样的教育来满足其生存发展的需求,推进人口较少民族生存与文化的和谐共生。从以下三个问题展开：(1)莽人教育发展的状况如何,还存在哪些困难和问题,其困境背后的原因是什么?莽人教育发展的特征是什么?其民族生存发展、文化与教育之间的关系是什么?(2)国际上人口较少民族教育发展的情况如何,为促进人口较少民族生存发展,推进其生存与文化的和谐共生,有哪些具借鉴意义的启示?(3)教育发展如何才能促进人口较少民族的生存发展,实现生存与文化的和谐共生,有哪些应对之策?本研究运用教育学、法理学、政策学、人类学、社会学、哲学和伦理学等学科知识,在少数人权利、发展权和社会系统论等理论基础上,站在生存发展、文化与教育三者关系的角度,以莽人为例对人口较少民族教育发展展开论述。首先,通过文献研究和口述史研究的方法,对莽人教育的文化生态系统进行了必要的阐述；其次,在田野调查、案例分析和叙事研究的基础上,从莽人村民、学生、教师、行政人员和文化学者的层面调查分析莽人学校教育与学校外教育的发展状况,探讨现有教育目的、教育主体与教育内容方面存在的问题；冉次,由表及里的从外部环境因素、教育系统内部结构和文化因素等层面剖析莽人教育发展困境的原因；接着,通过国际比较研究,选择具有典型性的前苏联与俄罗斯联邦时期北方小民族、美洲印第安人和澳大利亚土著人的教育发展模式,提出了具有借鉴意义的启示；最后,在莽人个案研究与国际比较分析的基础上,尝试着从教育政策的视角提出教育促进人口较少民族生存发展,实现生存与文化和谐共生的建议。并按照理论与实践结合的原则从人口较少民族教育政策的理论选择、政策价值取向选择和政策保障机制选择三方面展开探讨。得出了如下结论：(1)莽人教育发展的最大症结不是政府扶持力度的问题,而是现有教育目的与莽人生存发展需求相分离、教育传承传统文化的功能退化和现有教育对莽人自主发展意识与能力培养的欠缺。首先,当下困扰莽人的核心问题仍是生存发展问题,而现有的教育同质化倾向严重,不能满足莽人生存发展的需求;其次,莽人不仅面临着作为生命体的人的生存发展问题,而且也面临着民族传统文化的生存发展危机。可是现有的学校教育和迁居后的家庭教育与社区教育,都逐渐失去了传承传统文化的机会和能力；再次,实践证明非内动力作用下的政府扶持无法从根本上解决莽人的生存发展问题。因而,政府不单是给予财力、物资等扶贫性资助,更需培养莽人自主发展的意识和能力,可是无论学校教育还是学校外教育对莽人自主发展能力的培养都较欠缺。因此,笔者认为只有坚持“以人为本”的教育理念,根据当地发展的实际需求,满足不同主体生存发展的需要,立足于本民族的传统文化,培养他们生存之道和自主发展意识,才是活的教育,才能促进生存与文化的和谐共生。(2)莽人的现实困境实质是生存与文化之间的张力,作为社会系统重要组成部门的教育未能促进二者之间的和谐共生。究其原因,政府主导型的非内动力扶持、迁居而致的生存环境与生计方式的骤变、外来强势文化的冲击等因素,只是困扰莽人教育发展的外层原因。进一步剖析发现源于教育系统内部的结构冲突,传统教育与现代教育的摩擦,学校教育与学校外教育的碰撞,现代学校教育内部主体、内容与方法等要素间的矛盾,致使无法确立满足莽人生存发展需求的教育理念。而深层的核心原因在于文化适应与文化冲突。一方面是文化变迁与文化适应的碰撞与磨合,另一方面隐含着文化选择与文化自觉的外生至内生。因此,莽人的发展不能以代替或牺牲传统文化为代价,教育促进莽人的生存发展离不开传统文化的传承,否则就失去了发展的根基。(3)在个案研究和国际比较的基础上,为推进人口较少民族生存与文化和谐共生,促进其生存发展及其发展权的实现,从教育政策的视角探讨教育的应对之策。得出以下三点思考：一是应把少数人受教育的平等权、教育选择权与教育发展权作为人口较少民族教育政策理论的基本选择；二是实现以文化为根和以生存发展为诉求的人口较少民族教育政策价值取向的选择,教育应满足人的生存发展需求和文化选择与认同的需求;三是应落实人口较少民族主体自主与内生性发展的教育政策保障机制的选择,人口较少民族教育发展应逐步从补偿式转向引导式,从外源性发展转向内源性发展,完善人口较少民族教育优先发展和传统文化保护与传承的政策法律保障。本研究的拟创新之处在于：一方面从理论层面而言,首次尝试教育学的角度对教育与人口较少民族生存发展之间的特殊关系进行学理思考,尝试着论证教育促进人口较少民族的生存发展,推进人口较少民族生存与文化的和谐共生。总之,对人口较少民族教育理念与功能进行反思和调整,为教育在促进人口较少民族生存发展以及发展权实现方而提供理论依据；另一方面从实践层面而言,本研究选择以莽人为例,首次对莽人教育进行深度调查和系统分析,通过莽人作为人口较少民族的典型个案,分析当下莽人生存与发展的困境及其原因,尝试论证通过教育来促进莽人生存与发展现状的改善,为莽人发展权保障的完善提供可行性建议。并尝试着为我国人口较少民族发展权的保障提供现实经验,为政府制定政策和法规来保证人口较少民族生存发展以及发展权的实现提供可鉴之材。更多还原

【Abstract】 The challenges now facing small ethnic groups are both the breaking-down of its natural evolution of society and sudden cultural cataclysm within the community that happens in the whirls of ever ongoing modernity and external impetus. People in such ethnic groups are stuck in such a dilemma either they go along with the pace of modernity for the sake of survival or they keep their own tradition at the cost of virtual existence. Communities in this dilemma are seen going to extinct without a murmur each year and the diversity of human races are thus in dangers asking for concerns from wider academia and societies.The Mang, as one of those small ethnic groups, are now in a similar dilemma of a proper survival and development on one hand and consistence of cultural heritage on the other. This research taking the Mang as a case study raises this concern:What kind of survival and development do the small ethnic groups really have; what education do they need in order to realize the survival and development while keep their traditional culture intact. To make a thorough analyses and discussion, we look at the issue in the following three aspects.(1) What are the educational situation for the Mang, what problems and difficulties do they have and what are the causes of those problems and difficulties? What are the characteristics and features of education development for the Mang? What are the relationship between the ethnic survival and development, culture tradition and education?(2) What are the situations elsewhere in the world for other small ethnic groups; What are the experiences that can be set as examples to follow in order to promote balanced co-existence of survival and development with culture tradition consistence?(3) What education can help promote the balanced co-existence of survival and development with culture tradition consistence for small ethnic groups; What measures can be taken to realize the expectation?This research uses a multi-disciplinary approach of education, jurisprudence, policy study, anthropology, sociology, philosophy and ethnics to analyze the situation with the Mang as a case study to discuss the education development for small ethnic groups. We shall use theories in human rights, right for development and societal systematic for our arguments with concern of balance between survival, development, cultural tradition and education. First, we make use of the research literatures and narrative histories to give detailed accounts of cultural eco-system of the Mang’s education; then we use field work materials, case studies, and narrative studies of villagers, students, teachers, local governmental administrators of the Mang communities and cultural scholars, to analyze the development status quo both in-school education and off-school education, and look into the problems existed in education purpose, subject of education, and contents of education; still then we exam the external environmental components, the educational internal structures and cultural impacts that hinder the education development of the Mang; with these done, we shall apply international comparative education paradigms of USSR and Russian Northern ethnics, American Indians and Australian aboriginals for models and revelations; to finish our research, we shall draw conclusions from both the the Mang case study and models of international comparative education paradigms, put forward our suggestions for survival development of small ethnic groups, to realize the balanced construction of proper survival and cultural tradition consistence. We give the final conclusions with considerations in perspectives of theoretical resources about education policies of small ethnic groups, value orientation of policy making, and policy implementation mechanism. Now these conclusions are as follows:(1) The most obvious crux with education development of the Mang does not lie in the governmental effort in helping the people but in the disconnection of education purpose with the real need of the Mang for their survival. The deterioration of educational function of traditional culture and the problematic current education which is supposed to help the development takes away the self-developing awareness and ability instead. The core concern for the Mang right now is still that of survival and development. Nevertheless, the present education with a perpetrating character of homogenization cannot feed the need to the Mang for their survival and development. Not only that the Mang are put at the edge of survival and development of life entity but they also have to face the increasing danger of extinction of their ethnic tradition and culture which are no equal to the fast pace of societal modernity, the patterned school educations and the residential move over from original habitats which in turn mess up and alter their family education and community education, leaving them with little chance for passing over tradition and culture from older generation to younger generation. Besides, we see the fact that the external impetus from governments accounts very little when there is no enough internal from within the the Mang community. Such in-put cannot help for the survivals. We argue that governments are not to provide financial and material aids to shake off poverty alone but to help foster self-developing awareness and ability of the Mang communities. Therefore we suggest a "people oriented" sustainable education in which different subjects of education have difference education programs to satisfy their different needs and preferences, and the educations are so designed that they learn to increase the awareness of self-developing and the ability to work for the continuity of their own culture and tradition together with their virtual survivals.(2) The real controversial for the Mang now is the conflicting forces between survival and consistence of tradition and culture while education which is meant to help for the mutual growth of the two fails to do so. The external governmental impetus, the sudden cataclysm in lifestyle and living environments brought by residential alternations and the powerful foreign cultural waves are the outer layers, the real core of the crux if we see it with a close scrutinizing eye are the various conflicts and clashes that are at work to cause all the other problems. These include the conflicts within the school itself, the subjects of education, the contents taught in schools, the pedagogical approaches school undertakes, the clash of traditional education with modern education, the conflict of school education with family education and so on and so forth that put the Mang and their communities in perplex for a clear educational philosophy to guide the practice. Or put it another way, this is caused by the clash of acculturation and culture conflict with culture change at one end and cultural tuning in at the other. The implications are the process of externalizing of culture selection and internalizing of cultural awareness of one definite ethnic community. We say the development of the Mang cannot be done at the cost of their tradition and culture, education which is meant to help promote survival and development should not go apart from the tradition and culture of the people; Or it would make them an uprooted community without identity.(3) Based on the case study of the Mang and the international comparison of other cases, three suggestions are given for the development and balanced consistence of cultural tradition and for the education policy makers. First, the foremost importance for education theories concerning education of small ethnic groups is to put in the priority of education justice, the right to choose the education needed and the right for educational development; second, education is to satisfy the needs of survival and development, cultural preference and cultural identity with the concerns of educational policies which are set in accordance with the catering for the cultural roots and needs of survival and development of the ethnic people; third, the educational mechanism which guarantees the ethnic people have the say about their own development, turning compensational education which give superficial and non-self grow help to inspirational education which help to internalize the desire of education for a better living. To do that, legislation for good policies is required to improve education development and traditional culture protection of the small ethnic groups.The values of this research are seen firstly in the theoretical contributions as this is the first educational inquiry concerning small ethnic groups, arguing that good education helps promote and balance the survival and development of small ethnic groups and the consistence of their tradition and culture. The reflections and thinking are useful for consolidation of ethnic rights in survival and development. The values also are for educational practices. The sophisticated field work and the first case study of the kind, analyzing the causes of problems in current the Mang community argues for feasibility and accountability education should have to create a better environment for the Mang and their survival and development which in turn shall let to share the due experience for similar ethnic groups for their rights of survivals and developments, help governments at different levels to make educational policies and laws that are meant for the real good of the small ethnic groups.更多还原