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題 名 | 教育的功能--三個社會學派的觀點=Three Sociological Perspectives of Educational Functions |
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作 者 | 姜添輝; | 書刊名 | 花蓮師院學報 |
卷 期 | 7 1997.06[民86.06] |
頁 次 | 頁215-240 |
分類號 | 520 |
關鍵詞 | 結構功能論; 左派批判論; 後結構主義; 教育功能; Structural-functional approaches; Radical-critical approaches; Post-structuralism; Educational functions; |
語 文 | 中文(Chinese) |
中文摘要 | 本文主要以社會學的三個主要學派:結構功能論、左派批判論及後結構主義來探討 教育的功能,進而陳述教育改革所須兼顧的潛隱性問題,諸如學校知識中的權力關系。結構 功能論者認為,教育兼具社會職業分工,與傳遞社會道德規範的功能。然而此派學者過度強 調社會成員的同質性,因而低估其中衝突對人類行為的影響性。此種缺失引發一些被稱為左 派批判論的學者,以衝突、宰制的觀點來銓釋教育的功能。這些學者普遍認為,教育乃權力 鬥爭的媒介物,只利於統治階層,用以維持其在生產過程的優勢,儘管此派學者注意到,衝 突對人類行為的影響性。但是他們的論點只注意到經濟與政治的層面,因而忽略社會其他層 面對人類的影響性,例如社會機構。以上這些缺失促使另一學派的興起,後結構主義者相信 教育傳遞社會文化的功能,同時也扮演社會控制的角色。他們的共同論點是,教育知識常淪 為上層社會,用以強化其主宰優勢的媒介物,學校與教師分別成了他們權力傳承的代言機構 。以上這些社會學思潮起碼提醒我們,教育改革不能只著眼於,一些可被直接觀察到的問題 。其中透過知識所傳遞的階級鬥爭、控制與宰制,實值得這些決定教育改革政策的人深思熟 慮。 |
英文摘要 | In 1987, Taiwanese government announced to abrogate the marshal law due to the increasing pressure from its society. P olitical reforms were consequently stimulated, such as the presidential election in March 1996. This pressure has also ex tended its influence to education as witnessed by a series of educational reforms. All these reforms are launched to reduce Taiwanese people's criticism in terms of a great gap between the curriculum content and life. However, the ruling government may oly concentrate its attentions on some observable problems of education and thus under- estimate the influence of other aspects on student achievements. Following such a point of view, this article intends to examineeducational functions from three sociological traditions. Structural-functional perspective has argued that society can survive only its members possessing a certain degree of homogeneity. Therefore, education is viewed as a key means to achieve such a stage because it plays a main part in shaping individuals' common attitudes, values and concepts. However, those structural-functional writers under-estimate the influence of conflicts on people activities. This gap has generated the radical-critical perspective to depict education as a key way for the ruling class to sustain its dominant position in the process of production. While Marxists have uncovered human economic and political life embodying a great amount of conflicts, they still overlook other aspects of human life, such as class, power, knowledge and social institutes. Some sociological researchers generally labelled as poststructuralism fuse Durkheim's notion of consensus and Marx's cannons to interpret human behaviour as the result of the interplay of all social elements. They insist social institutes, such as schools, carrying out two functions simultaneously, named cultural transformation and social control. Their central argument highlights the power relationship within schooling knowledge which is selected and defined by the dominant group and, then,disadvantages most children from working class families. As a result, the cycle of class reproduction is not out of expectation and such a process is termed cultural reproduction. The readers may question the above sociological perspectives, particularly some concerning with conflicts concealed in curriculum knowledge since class boundary may be not so visible in Taiwanese society as in the Western counterparts. Nevertheless, as we have witnessed that most industrialized societies have followed similar paths to grow up. Therefore, we would anticipate that Taiwanese society may be like others to convert into the same mode of industrial development. If it comes to be true, we should have some actions to prevent the future Taiwan from the influence of cultural reproduction. |
本系統中英文摘要資訊取自各篇刊載內容。