论文标题:吉鲁的抵制理论及其批判
On Wang Mang"s Political Ideal
论文作者 焦小峰
论文导师 熊川武,论文学位 硕士,论文专业 教育学原理
论文单位 华东师范大学,点击次数 503,论文页数 59页File Size3829k
2003-05-01论文网 http://www.lw23.com/lunwen_11970782/ 抵制;批判;隐性课程;再生产;意识形态
Resistance;Critique;Hidden Curriculum;Reproduction;Ideology
吉鲁的抵制理论(以下简称抵制理论)是以批判理论为理论基础，以改造过的隐性课程理论为论述平台，通过对再生产理论和他人的抵制理论的扬弃，结合意识形态与文化理论的重构，而发展起来的一种教育理论。为使学校教育能为构建民主的社会服务，这种理论对学校教育的功能和机制进行了重新阐释，对学校教育的改革进行了重新的规划。它不仅丰富和深化了当代教育社会学理论、课程与教学理论，而且也影响了西方教育实践的发展。 本文分为七个部分。第一部分包括两个方面的内容：一方面对吉鲁的生平、吉鲁的作品和关于吉鲁作品的评价进行了简要的分析；另一方面对抵制、抵制理论做了大致的论述。第二部分论述了抵制理论的理论基础——法兰克福学派的批判理论。在这一部分中，首先介绍了法兰克福学派的历史和背景，接着分析了法兰克福学派对理性、理论、文化和潜意识心理学的看法，以及吉鲁对这些问题的认识。第三部分阐述了抵制理论的论述平台——新的隐性课程理论。在这一部分中，首先分析与批判了关于隐性课程理论的有关研究；然后从理论模型和实践意义两方面论述了吉鲁如何改造隐性课程理论，以使其成为抵制理论的论述平台。第四部分论述了抵制理论的形成过程——对再生产理论和他人的抵制理论的扬弃。在这一部分里，分析了吉鲁如何通过扬弃以阿瑟、鲍尔斯和金蒂斯为代表的社会再生产理论、以布迪厄和伯恩斯坦为代表的文化再生产理论、以及他人的抵制理论，从而建构自己的抵制理论。第五部分考察了抵制理论的主体理论——新的意识形态与文化理论。在分析、批判文化主义范式和结构主义范式的观点之后，考察了吉鲁如何对意识形态与文化理论进行重构，以使其成为抵制理论的主体理论。第六部分探讨了抵制理论对具体教育问题的分析。在这一部分中，笔者从技术理性、解释理性、解放理性入手对公民教育范式进行了分析，并在此基础上对吉鲁提出的公民教育范式转型策略与机制进行了论述。第七部分，对抵制理论进行了批判。
Based on critical theory, using the transformable theories about hidden curriculum as its basic discourse, by criticizing reproduction theories and former resistance theories, combined with reconstruction of the theories about ideology and culture, the Resistance Theory of Henry A. Giroux is built. In order to construct a more democratic society, The Resistance Theory explores the functions and mechanism of schooling-and plans the reforms of schooling in a new way. The Resistance Theory not only enriches and deepens the contemporary theories about Sociology of Education and Curriculum and Instruction, but also influences the development of educational practices significantly.There are seven sections in this thesis. The first section contains two parts. One introduces Giroux" life, the woks, and the evaluation about Giroux" works. The other analyzes the definition of resistance, and the Resistance Theory. The second section explores Critical Theory, the theoretical foundation of the Resistance Theory. At first, we introduce the history and background of the Frankfurt School. Then we analyze the point of view about rationality, theory, culture, and depth psychology by the Frankfurt School and Giroux" conceptions about them. The third section is focus on the new theories about hidden curriculum, the basic discourse of Resistance Theory. First of all, we respectively discourse the traditional, liberal, and radical perspectives on hidden curriculum and Giroux" analyses on them. Then we discuss how to redefine the hidden curriculum in theoretical model and practical implication so that it can become the basic discourse of the Resistance Theory. In the fourth section, we point out how the Resistance Theory is formed by criticizing the former theories about resistance and the theories about reproduction including the theories of social reproduction by L. Althusser, and Bowles & Gintis, the theories of cultural reproduction by P. Bourdieu, and B. Bernstein. At the core of the fifth section are the new theories about ideology and culture which are the main theory of the Resistance Theory. We not only try to characterize the culturalist traditions and the structuralist traditions, conclude Giroux" evaluation on them, but also point out how to reconstruct the conception of ideology and culture. In the sixth section, we discuss how to use the Resistance Theory to analyze particular educational issues, especially the issues about citizenship education. We respectively debate technical rationality, hermeneutic rationality, emancipatory rationality and the model of citizenship education directedby them. Then we illuminate how to transform the model about citizenship education. The seventhsection is about the evaluation of the Resistance Theory.
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