文化、政治与教育

【作者】 白明亮；

【导师】 吴康宁；

【作者基本信息】 南京师范大学 ， 教育学原理， 2014， 博士

【摘要】 文化、政治与教育是教育思考和研究的关键性概念。传统教育学、教育政治学及其教育文化学对于教育、文化与政治三者关系的思考和研究,虽有澄明亦有遮蔽。“文化政治学”作为20世纪中后期兴起的“文化研究”新路向,为我们重新审视和认识文化、政治与教育关系提供了新视角。本论文立足对中国“文化大革命”和法国“五月风暴”的比较分析和教育思考,通过对北大百年教育史实转换的“文化基底”、“教育努力”和“政治裁定”的个案分析,尝试从文化与政治的交错视角对教育、文化和政治的关系做进一步的阐释和说明。第一部分引言和绪论引言通过对中国“文化大革命”和法国“五月风暴”的比较分析,考察两者相似背后的不同实质,进而阐明文化政治新路向对教育研究的启迪；绪论主要对论文的研究缘起、文献评述、理论基础、总体框架做必要说明。第二部分包括第一至四章第一章文化政治学的意义辨析和批判。主要从文化研究的政治学新路向、西方文化政治研究辩争以及文化政治研究的中国维度等方面,对文化政治学研究的基本要义、立场论争和中国语境化等问题进行阐述。第二章教育的文化思考及其批判。立足教育的文化阐释视角,通过对教育概念、要素和个案的文化分析,对清末民初教育实践(京师同文馆)的文化“认同与抵制”阐明,尝试从“文化的维度划分”、“官民的态度区分”和“总体的影响格局”等方面深化既有的教育文化理论。即教育传承的文化存有着“工具抑或价值性知识”的两维划分,同一的教育文化选择可能蕴含着“官方抑或民间”的两种态度,文化对教育的影响可能存在着“制约抑或促进性作用”的两种可能。第三章教育的教育选择及其困境。立足教育的独立运动视角,通过对教育独立思想的理析,对民国教育独立实践(北京大学)“教育改革与现实困境”描述,尝试从“内涵与分层”、“权利与权限”等维度深化既有的教育独立理论。即教育独立思想,需从“摆脱限制(政治)、寻求支持抑(经济)或谋求自主(文化)”等方面进行内涵界定,从“谁的(行为诉求主体)”与“何种(行为诉求内容)”等方面进行主体分层,从“可能”与“界限”等方面进行权限划定。第四章教育的政治干预及其批判。立足教育的政治维度,通过对教育与政治的概念勾连和不同演进路向分析,对新中国教育(1949-1976北京大学)“政治转向与转身”的揭示,尝试从“边界、向度和层而”等方面深化既有的教育政治理论。即功能设定上注意边界的“泛化”与“窄化”,权益诉求上关注“权力”与“权利”的不同向度,问题论域上体现“宏观”与“微观”的层面共存。第三部分结语与后记结语主要基于批判教育与文化政治研究的相似立场,并借助微观政治研究的马克思主义学理批判,进一步阐明可能的“教育文化政治学”阐述的中国化问题。后记结合自身学习工作实际,对论文写作过程做简要说明。更多还原

【Abstract】 Culture, politics and education are key concepts in educational thought and research. Traditional pedagogy, educational politics and educational culturology have clearing but shielding roles in the thought and research of the relationship among education, politics and thought. As a new approach to "culture studies" emerging in the late20th century, cultural politics provides us with a new perspective to resurvey and recognize the relationship among culture, politics and education. Based on the comparative analysis and educational thoughts of China’s the Great Cultural Revolution (1966-1976) and France’s May Movement (1968), through a case study of "cultural base","educational endeavor " and "political ruling" transformed in the historical facts of a century education in Peking University, the dissertation attempts to make a further illustration and explanation of the relationship among education, culture and politics from the cross-perspective of culture and politics.The first part includes preface and introduction. Through a comparative analysis of China’s the Great Cultural Revolution and France’s May Movement, Preface investigates the different essences behind the two familiar events, and makes a further illustration of the revelation of the new approach of cultural politics on educational studies. Introduction makes a necessary explanation of the dissertation’s rationale, literature review, theoretical foundations, the whole framework.The second part includes the chapters from one to four.Chapter One is the meaning discrimination and critics of cultural politics. It makes illustrations of fundamental ideas, arguments of standpoints and China’s contextualization mainly from the new political approach in culture studies, arguments in western cultural politics studies and the Chinese dimension of cultural politics studies.Chapter Two is cultural thought and criticism of education. Based on the cultural illustration perspective of education, through cultural analysis of educational concepts, elements and case studies, it makes an illustration of cultural "identity and resistance" in the educational practice of School of Combined Learning in the late Qing Dynasty (1646-1911A.D.) and early Republic of China (1911-1949A.D), and attempts to deepen the existing educational and cultural theories from the aspects of "division of cultural dimensions","distinction of official and civilian attitudes" and "the whole pattern of influence". Culture carried by education has a bi-dimensional division of " instrument or value knowledge", the same educational and cultural choices may entail two attitudes of " official or civilian", the influence of culture on education may have two possibilities of " restricting or promoting roles"Chapter Three is the educational choices of education and their dilemmas. Based on the perspective of education independence movement, through the theoretical analysis of education independence thoughts, it describes "education reform and real dilemmas" of educational independence practiced by Peking University in the Republic of China period, and attempts to deepen the existing educational independence theories from such dimensions as "connotation and stratification","powers and limits of authority". The connotations of education independence thought should be defined from such aspects of" Getting rid of limits (politics), seeking for support and restriction (economy) and striving for independence (culture)", and its stratification of subjects should be made from "whose (the subject of behavior demands)" and "what kinds of (the content of behavior demands", and its limits of authority should be defined from such aspects as "possibilities" and " limits"Chapter Four is the political interference of education and its criticism. Based on the political dimension of education, through colluding the concept of education with the concept of politics and the analysis of different evolutionary approaches, it discloses the "political turn and turn-back" of Peking University (1949-1976) in New China education, and attempts to deepen the existing educational politics theories from such aspects as "limits, dimension and strata". Attention should be paid to "generalization" and "specialization" in the functional designs. concentration should be made on the different dimension of "powers" and "rights" in the appeal of rights and interests, and the co-existence of "macro-stratum" and "micro-stratum" should be realized in the domain of the problems.The third part includes conclusion and postscript. Conclusion makes a further illustration of the possible sinicization problems stated in "educational and cultural politics" with the similar standpoints between critical educational research and cultural politics research as the base, and with the help of Marxist theoretical criticism studied in micro-politics. Postscript makes a brief explanation of the writing process by combining with the author’s learning and work practices.更多还原