【作者】 周小李；

【导师】 杜时忠；

【作者基本信息】 华中师范大学 ， 教育学原理， 2008， 博士

【摘要】 本文基于对我国当代教育所面临的性别困境与挑战的关注,从社会性别视角考察和反思了我国两种教育传统:性别化教育与性别中立教育,并就如何超越这两种教育传统进行了探讨。全文主要内容如下:我国当代教育所面临的性别困境,可概括为:忽视性别的教育并未消除教育领域的性别不平等,而重视性别的教育又难以突破传统的束缚。这种两难境地的形成,主要源于我国教育传统的影响,即忽视性别差异的教育传统与重视性别差异的教育传统。由此,本文提出这一论点,我国当代教育走出性别困境、迎接性别的挑战,其根本路径应在于以社会性别为视角对我国教育传统予以客观认识、理性反思与创造性转化。社会性别视角是本研究所采纳的方法论视角。社会性别视角是一种女性主义视角,这一视角所关注的核心问题是女性在社会生活中的不平等处境,因此,女性是社会性别视角研究的重点。但是,社会性别视角并不是将女性孤立地提取出来,而是将女性问题置于社会性别所蕴含的权力关系中进行考察与分析。以社会性别视角分析问题的目的,在于改善女性的不利处境、并促进男女两性平等、全面而自由地发展。从社会性别视角出发,基于教育传统自身所具有的建构性、生成性及阐释性等特征,本文认为,社会性别视角下的中国教育传统主要有两种:重视性别差异的教育传统与忽视性别差异的教育传统;本文将前者定义为性别化教育,将后者定义为性别中立教育。对这两种教育传统的提炼与界定,为全文研究奠定了理论前提。依据研究教育传统应遵循的基本原则,即客观理解、逻辑分析与鉴别、创造性转化,本文从社会性别视角出发,对性别化教育与性别中立教育这两种教育予以了历史考察、理论反思与创造性转化。本文对两种教育传统的历史考察,是通过梳理两种教育传统的传承历程来完成的。经考察,本文认为:性别化教育深受中国传统男女有别社会性别话语的作用与影响,这种教育传统虽将男女两种社会性别同时纳入教育系统,但受制于了性别本质主义的束缚;性别中立教育是现代中国男女平等社会性别话语作用于教育的产物,这一教育传统挑战了性别化教育传统中的性别本质主义,赋予了男女两性相同的教育权利,但却逐步陷入了男性中心主义。因此,两种教育传统中均存在值得继承与弘扬的精神,但也存在有待鉴别、批判与转化的观念。基于对两种教育传统的历史考察,本文继而对两种教育传统予以了理论反思。这一反思首先针对的是两种教育传统中存在的若干两难问题。通过剖析这些两难问题,本文得出如下结论:动态理解性别差异及其与男女平等的关系;相同的教育结果不仅需要相同的教育过程、而且也需要不同的教育过程,即在教育过程中,应坚持同类同等对待之、不同类不同等对待之;平等的教育不一定就是完全相同的教育,但其核心应当为相同的教育;教育应当将男女两性培养成“完整的人”。教育应如何对待女性的问题,是两种教育传统共同面临的核心问题;在这一问题上,两种教育传统存在一相似之处,这就是对女性的排斥。为此,探讨教育应如何对待女性这一问题,是本文反思两种教育传统时应重点关注的问题。关于这一问题,本文提出这一观点,即教育应由排斥女性转向全纳女性。在当代中国教育领域,全纳女性即全纳女性这一社会性别。基于对性别化教育和性别中立教育的历史考察,并借鉴当代女性学研究的相关成果,笔者认为,教育全纳女性,应主要全纳女性社会性别所蕴含的这四个最重要范畴:家庭、母性、关怀和联结。经由历史考察与理论反思可知,性别化教育与性别中立教育这两种教育传统,均拥有合理的、有价值的精神内核,这些精神内核应当得到传承和弘扬;这两种传统所秉持的主要观点虽然相互矛盾甚至彼此对立,但又可相互补充与彼此借鉴。因此,创造性转化这两种教育传统的一种可行路径,就是将两种教育传统予以融合,使得两种教育传统经由相融相济,而生成与当代中国社会、教育和人的发展相适宜的教育传统。这种教育传统汲取了性别化教育与性别中立教育两种教育传统中的精华,更新了其中偏执、狭隘而陈旧的观念。借鉴当代国内外相关的教育研究与实践,笔者将这种教育传统定义为性别敏感教育。本文还就如何实践性别敏感教育进行探讨,主要观点包括:就教材而言,应将社会性别意识纳入教材编撰,并以之作为审定教材的标准之一,同时,教材编撰应尽可能考虑男女两性认知方式有可能存在的差异;就课程而言,应赋予与女性相关的知识以存在的合法性,并对课程内容予以调整,即设置家政课程、并将其与其他学科课程相整合;就教学而言,应尽可能做到与男女两性有可能存在差异的学习风格相匹配,并在课堂里关注各类性别-权力关系;就教师教育而言,应开展有计划、有组织而系统的教师社会性别意识教育;就教育德性而言,除了让教育具有关怀德性,还应将女性社会性别中的家庭与母性纳入教育的德性,即让学校成为有教育性的家、让教育成为社会的母性。更多还原

【Abstract】 Based on the attention to the predicament and challenge from gender which contemporary education of China is confronting, this dissertation has reviewed and reconsidered these two kinds of educational tradition of China in gender perspective: Gendered Education and Gender-neutral Education. Meanwhile the dissertation has explored how to transcend the two kinds of educational tradition. The main contents of the full text is as follows:The gender predicament which contemporary education of China is facing can be included that the education of neglecting gender hasn’t eliminated gender inequality in the education field, but the education emphasizing gender is still hard to break through the traditional fetter. The study reckons that the formation of the dilemma mainly stems from the influence of educational tradition of China One of them is the educational tradition neglecting gender, and the other is the educational tradition emphasizing gender. Thus, the author proposes the argument that if the contemporary education of China wants to go out of the gender predicament and meeting the challenge from gender, its crucial way should lying in taking gender perspective to give the objective understanding, the rational reconsideration and the creative transformation to the educational tradition of China.This study has adopted gender perspective. Gender perspective is one kind of feminism perspective .What the perspective pays crucial attention to is the women’s inequality in social life. Therefore, the study on gender perspective places emphasis on the female. Otherwise gender perspective doesn’t mean to abstract the female isolatedly, instead, it puts the feminine question in the power relations which gender contains to carry on the inspection and the analysis. We adopt gender perspective to analyse questions in order to improve feminine disadvantageous situation and make the male and female develop equally、freely and comprehensively.At the foot of gender perspective and basing on the characteristics of construction、production and explanation which educational tradition possesses, the study holds that there are two kinds of educational traditions of China: Gendered Education and Gender-neutral Education .The abstraction and definition to these two educational traditions have established the theory premise for the full study.According to the basic principle which should be followed to study educational tradition: the objective understanding, the rational analysis and the creative transformation, this dissertation has used gender perspective to inspect historily、reconsider rationally and transform creatively aiming the two kinds of educational tradition.The study has inspected the two kinds of educational tradition historically accodding to combing their courses of being delivered. Basing on the inspection , the study deems that Gendered Education has influenced deeply by Chinese traditional gender discourse which emphasizes gender differences.The educational tradition integrates the male and female simultaneously, but it was restrained by the fetter of Gender Essentialism.Gender-neutral Education is the production of education resulted from gender discourse of gender equality in modern China.The educational tradition has challenged Gender Essentialism in Gendered Education and endowed the male and female with the identical education right, but it actually has fallen into the Masculinism. The reason lies in the mutual function of between the discourse about gender equality which taking the male as the standard and the other power factors. These power factors are mainly nationality and class contradictions which had beening exisited continually and highly centralized planning economy after the founding of People’s Republic of China .Thus, in these two educational traditions , there is not only the spirit worthing inheriting and developing, but also the concepts which needing distinguishing、criticizing and changing.Based on the historical inspection to the two kinds of educational tradition, the study has reconsidered the main dilemmas of them and the conclusions have been drawn :Gender differences and the rationship between gender differences and gender equality should be understood dynamicly; The same educational result needs not only the same educational process but also different one; As to the relationship between the educational process and result, insists that the same kind should be treated samely and different kinds should be treated differently; The Equal education doesn’t mean fully same education, but its core should be the same education; Male and female should be cultivated as "the full human being".It is the core problem which the two kinds of educational tradition both have beening facing that how education should treat the female. And confronting the problem, both of them have the same feature, that is excluding the female.So, the problem becomes the focus when this study reconsiders the two kinds of educational tradition. Then the dissertation holds that Chinese education should include the female instead of excluding the female. In Chinese contemporary educational field, including the female means including women’s gender. Based on the historical inspection to Gendered Education and Gender-neutral Education, and referring to some related achievement on contemporary Women’s Study, the author deems that including the female should include the four most important categories: Home, Motherhood, Care and Connection.After the historical inspection and theoretical resonsideration, the study believed that Gendered Education and Gender-neutral Education both have reasonable and valuable spiritual cores which should be inherited and developed. Although some main viewpoints of these two kinds of educational tradition are mutually contradictory and even opposite, they can be supplemented mutually and used for reference with each other. Therefore, a feasible way to transform the two educational traditions creatively is harmonization. Harmonization means that different parts are integrated as a whole, and new things and lives are breeded through the harmonization. Gendered Education is combined with Gender-neutral Education, and then produces a new traditon which is fitting to the development of Chinese contemporary society、education and human being .The new educational tradition has derived the essence of Gendered Education and Gender-neutral Education and renewed their biased, narrow and obsolete viewpoints. Taking the relational studies and practice in domestic and foreign contemporary education for reference, the author defines the educational tradition as Gender-sensitive Education.The practice of gender-sensitive education in school may carry on through the following ways: As for the teaching material, gender consciousness should be integrated into compiling teaching material and being regarded as one of standards by which to examine teaching material. Simultaneously, the differences of cognitive styles existing possibly in the male and female should be considered when teaching material are compiled; As to curriculum, we should endow knowledge related to the female with validity, and adjust the contents of curriculums, namely establishing Domestic Curriculum and integrate it into the other discipline curriculums; As far as teaching is concerned, we should try our best to match the study styles which is different between male and female and pay attention to each kind of gender-power relationships in class; As far as teachers’ education, we should carry on Teachers’ Gender Consciousness Teaching with plan, organization and system; As far as educational morality, we not only make the education have the moral character of Care, but also integrate Home and Motherhood in the female into the moral character of education, that is: Let the school become Educational Home, and let the education become Social Motherhood.更多还原