【作者】 石艳；

【导师】 吴康宁；

【作者基本信息】 南京师范大学 ， 教育学原理， 2008， 博士

【摘要】 学校是存在于社会境脉之中的活动空间,是社会空间的一个组成部分,它由物质要素及其社会性意涵共同构建而成。作为一种社会空间,学校空间是一个由可知与不可知、真实与想象所构成的生活世界,经验、情感、事件和权力在其间缠绕。鉴于以往对于学校空间的社会性意涵分析的不足,研究者提出从三个维度,四个层面来分析学校空间的研究理路,三维维度分别是:物质空间的实践、空间的表征和表征的空间、空间的社会性与历史性:四个层面分别是:空间的延展、空间的占有、空间的控制以及空间的历史生产。具体而言,从学校空间的物质实践入手,研究者将学校空间的构成要素分为构成性要素、象征性要素、生成性要素三个组成部分,同时三个要素相互制约,也相互塑造,共同结合营造出具有独特结构和感觉意象的空间。实际上,学校空间是社会权力的“巴别塔”上的一个“单元格”,通过自身的物质设置和表征被学校内的成员所认知,并通过限制学校成员的预期和选择的可能性对其进行规训与控制。学校中的空间/权力带来的是纪律与规训,其贯穿所有的场合与情景,并产生一种区域化效应。学校通过分类化、排他化、等级化的设置,生产出一种细密的、网格化的、控制性的序列空间,完成了空间中个体的规训化历程。空间/权力虽然带来了压迫性,但同时又带来无尽的创造与可能,它既可以是支配性的,同时又可以是反抗和变革的。学校空间中的主体,通过空间的跨越与外溢、隔离与聚集、拓殖与展演,完成了一个另外的生活世界的创建,并在差异的缝隙中寻找着属于自己的自由和解放。在中国现代学校空间的形成过程中,知识/权力发挥了其特有的力量和作用。在学校卫生学的介入之下,现代学校空间不仅仅是一种符号关系,更成为了社会空间关系下的一个安插好的“节点”。在历史境脉下探寻学校空间的旅程,也是一个发现“异样的存在”的旅程。学校空间是矛盾重叠的,它既崇尚公认的、权威的文化,也留存隐匿的附属文化;它既生产驯顺的个体,也培养创造性的“另类”;它既是一个真实存在的地方,也是一个令人遐想的“异托邦”。更多还原

【Abstract】 As active spaces under social context, school is an integral part of social space, constructed by the material elements and its social implications. School space is a life world made up by the known and the unknown, the real and the imagined, and twined by experiences, feelings, events and power. In view of the inadequate analysis about social implications of school space, the researcher suggests that school space can be analyzed in three dimensions and four levels. Three dimensions refers to physical spatial practices, representation of space and representational space, sociality and history of space; four levels are extension of space, occupy of space, the control and historical production of space.From the practice of physical school space, school space can be divided into three elements. They are constitutional element, symbolic element and generate element. At the same time, these elements are restricted and shaped mutually, and create a unique a space of a unique structure and feeling imagery jointly. In fact, school space is a "cell" in the "Babel Tower" of social power. It was perceived by its members through the material setting and representation, and disciplines and controls the members of the society by limiting the expectations and the possibilities of selection. The space/power of school results in discipline and regulations, connecting all occasions and scenarios, and brings forth a regional effect as well. School produces a detailed, grid, control sequent space through the classification, exclusion and grading, and complete the disciplining course of its members in school space. Although space/power causes oppression, it also brings endless creativities and possibilities. It can be dominative as well as resistance and innovative. The members in school space complete the construction of another living world through spanning and extravasations, isolation and aggregation, colonization and performance, and search their own freedom and liberation between the gaps in differences.Knowledge/power plays a unique role in the formation process of modern Chinese school space. With the introduction of School Hygiene, modern school space is not only a relationship of the symbols, but also an inserted "nodes" under the relationship of social space. The process of exploring school space in historical context is a journey of finding "strange being". School space is contradictory. It not only advocates the recognized and authoritative culture, but also reserves the dormant subsidiary culture; it brings up not only obedient individuals, but also creative "extraordinary"; it is a real place, and an imaginary "Heterotopias ".更多还原