【作者】 陈振中；

【导师】 熊川武；

【作者基本信息】 华东师范大学 ， 教育学原理， 2005， 博士

【摘要】 在当代社会,身份远未消失,而是被重新界定和重新建构。身份问题成为学术界的热点问题。但把身份问题与教育联系起来的研究则少之又少,这正是本文所要力图去探讨的。从“身份”的视角切入教育领域,有着很强的批判现实的力量,更有着理论上的穿透力和建构性。接受教育,同样是一个不断界定和建构身份的过程。人们对教育和文凭的热衷,其实是对身份的追求;教育对文凭的生产,本质上是对身份的授予,教育发展的奥秘,来自于其身份赋予价值;统治集团对文凭热的默许乃至推波助澜,也正是看到了教育身份所隐含的社会秩序与社会控制功能。 本文秉持教育社会学的学科意识,结合当代教育状况与“学历社会”现象,围绕“教育身份”这一核心概念,揭示人们接受教育的内在动因,思考教育与人的身份赋予关系,重新诠释教育功能的当代表现,并探讨教育角色的正确定位。本文核心观点有二:第一,从社会个体的立场看,获得以文凭为标志的教育身份,是人们接受教育的真正动因。为何要获得教育身份?因为教育身份在人的社会地位的安排中有着重要意义。人们因不同的教育身份而处于不同的社会阶层,也因教育身份的改变而导致社会流动。人们追求和提升教育身份,实质上就是追求和提升个人的社会经济地位。第二,从教育的角度看,授予身份并影响社会地位分层是教育一种十分突出的功能。教育的身份功能,本质上就是一种影响人们社会流动和社会分层的功能,教育成为一种新的社会分层因素。也正是由于这种功能,教育自身得到全面扩张和发展。由于文化传统和社会现实的原因,与西方国家相比,中国教育具有更突出的身份赋予性。 教育的“身份”功能有一定的合理性,以“文凭出身”取代“家庭出身”作为社会分层依据是一个历史进步。通过后天的教育去获得身份比依赖传统的先赋途径去世袭身份更具有自致性、选择性和开放性。但当人们把学历奉若神明、为文凭而“文凭”时,教育身份就会严重约束人的自由和贬损人的尊严;当教育“身份”功能过度膨胀时,它就会扭曲和损害更高意义上的育人功能。在现实中教育身份的获致与教育公平问题的关系也始终处于矛盾和紧张状态:教育既“生产”出新的社会身份,改变原有的社会地位关系,又“再生产”原先的社会身份,继续复制原先的社会地位关系;教育使人冲破原有的社会阶层壁垒,但自身又成了新的社会分层屏蔽;教育有助于实现社会公平,但又强化了社会不平等。更多还原

【Abstract】 In contemporary society, the identity did not disappear, but is redefined and constructed. Topic regarding identity becomes a little bit hot issue of academic circles. But the research on the relationship between identity question and education is then little and little. This is exactly what I want to try to discuss in the thesis. Studying educational problems from the perspective of "identity", we could focus on educational reality more closely and even construct theory more deeply. When anybody attends school and is educated, he is meanwhile constructing and understanding his identity continuously. In fact, people who are interested in education and bent on gaining diploma pursue status; giving credential to the people who have completed education, education essentially plays a part of bestowing status; the dynamics of educational development comes from its function of bestowing status; dominant class consents to credentialized education and pushes for helping it, exactly for credentialized education hides the function of maintaining social order and control.From the perspective of sociology of education, considering the phenomenon of credential society, focusing on the key concept of "educational identity", this thesis reveals the internal cause of people’s acceptance of education, and afresh explores how to rightly fix the position of educational function. The text includes two main ideas: first, from the individual position, people receive their schooling in the interest of obtaining a diploma which symbolizes educational identity, because educational identity have got a important meaning in the arrangement of a social position of individual. People is placed in different social stratum according to different educational identity, and also lead to upward social mobility on account of the changing of their educational identity. People run after educational identity, substantially hoping to promote personal social economic status. Secondly, from the educational angle, bestowing identity and changing the social status of people is one of very important educational functions. Essentially, educational function of bestowing status is a kind of function that Influences people’ s social mobility and social stratification. Education becomes a kind of new determinant of social stratification. Because of this, education extend and develop more rapidly. Compared with the education of Western nation, as a result of the cultural tradition and the social reality, the educational function of bestowing status in China swells more badly.Educational function of bestowing status contains certain rationality, because it is historically progressive that the social stratification of people is determined by their schooling and credential instead of their family origin. Social status based on education is more open than on heredity. But when people over-worship credential, still for diploma but "diploma", educational identity will restrict seriously the freedom of person and damage the dignity of person. When educational function of bestowing status excessively inflate, higher meaning of education will be distorted and lost. The relationship between educational identity and educational equity in actuality is always in contradiction and conflict: education not only "produce" out the new educational identity that changes original social status of individual, but also "reproduce" social status to continue duplicating original social relation; education helps people break through the barrier of social stratum, but itself has become a new shield of social stratification; education is beneficial to realize social equity, but intensify social inequality again.更多还原