论文标题:符号的批判
A Critique of Symbols
论文作者
论文导师 钟启泉,论文学位 博士后,论文专业 教育学
论文单位 华东师范大学,点击次数 76,论文页数 264页File Size15709K
2006-09-01论文网 http://www.lw23.com/lunwen_270177797/
classroom field; symbol; critique; structuring; metaphysics
消费社会是一个符号社会，是一个由符号支配、人被符号化的社会。在消费社会中，人们的精神及信仰由消费意识形态形塑，在消费意识形态背后隐藏的则是资本的黑手。因此，消费社会是一个由资本制造出的消费意识形态引导的符号社会。 消费社会课堂场域潜隐地受消费意识形态的影响和操控，本质上发生的仍然是资本的故事。资本匿于幕后，以消费意识形态为潜在手段，以教育政策、教育措施为表现手法，潜隐地对课堂场域进行置换。最后，消费社会课堂场域事实上成了一个由符号操控、对人进行符号化改造的屠宰场。严格地说，这样的课堂场域执行的不是本真的教育功能，而是符合资本需要的异化功能，是对人性的泯灭，是对精神的虐杀，是对意识的悬置，是对批判的剥夺，是对学生的摧残，是使人成为一个空无的符号。 为了揭示消费社会课堂场域的本质，本报告首先对其进行背景分析和概念设定，在此基础上对其进行形上的追问与批判。全文共分三个部分。 第一部分，分为五章，主旨是陈述与分析。讨论消费社会课堂场域的生成背景，对消费社会、场域、课堂场域、符号、异化等相关概念进行设定，并论述进行形而上学思考的必要性。 第二部分，包括四章，主旨是进行解构与批判。在消费社会课堂场域中，对学生而言，教育身份是符号化生存手段，文化是符号化消费，知识与话语是符号化控制，意识与意识形态是符号化塑造，其最终结果是把学生形塑为一种符号化存在，一种符合资本运行需要的、失去了教育本真意义的、丧失了人的本真精神与追求的、没有生命内涵的空无的符号。本部分主要批判符号化塑造的机制和手段，并对隐藏于幕后的资本的罪恶进行揭露。 第三部分，含有两章，主旨是得出结论。基于上面九章的批判分析提出诘问：人是什么?消费社会课堂场域是什么?消费社会课堂场域中的人是什么?由此得出结论：在消费社会课堂场域中，所谓的人的全面自由发展是一个真实的谎言，它是，而且只是一个欺骗性的宣传，没有任何实质意义。 在尾记中，本报告提出了一个“也许”的可能，对消费社会课堂场域中学生符号宿命的改变暗含些许期望。也许，我们还有“也许”的可能。
Consumer society is a symbolic society, a society controlled by symbols and in which people are symbolized. In consumer society, people" s spirit and belief are structured by consumption ideology, behind which is the concealed capital power. So consumer society is a symbolic society leaded by consumption ideology made by capital.Classroom field of consumer society is influenced and controlled by consumption ideology potentially, but essentially, it is still a story of capital which is happening. Capital hides behind, reconstructs the classroom field secretly, by means of consumption ideology. At the same time, it is showed as education policies and measures in public. Therefore, the classroom field of consumer society has in fact become a slaughterhouse which is symbolizing students and controlled by symbols. Strictly, this kind of classroom field is not carrying on real education, but alienation served for capital. It is making humanity dying away, spirit slaughtered, consciousness hanging, critique deprived, students ravaged, and making people a symbol of nothing.To reveal the essence of classroom field in consumer society, firstly, the report analyses the background and then defines some relative conceptions. Based on these, it interrogates and criticizes the essence metaphysically. The report includes three parts.The first part is made of five chapters, aiming to state and analyze consumer society and classroom field in it. This part discusses the background of classroom field in consumer society, defines consumer society, field, classroom field, symbol, alienation, etc, and expounds the necessity of metaphysical thinking.The second part, including four chapters, aims to deconstruct and criticize consumer society and classroom field in it. In this field, to students, education identity is a kind of symbolic means of existence, culture is a kind of symbolic consumption, knowledge and discourse are a kind of symbolic control, consciousnesses and ideology are a kind of symbolic structuring. In the end, students are structured to be a sort of symbols: the symbol suited for capital"s need, the symbol which has lost the real meaning of education, the symbol which has lost human"s real spirit and ideal, the symbol which is lifeless and meaningless at all. This part mainly criticizes the mechanism and measure of symbolic structuring, and discloses the evil of concealea capital.The last part, owning two chapters, aims to make a conclusion. Based on the critiques and analyses in nine chapters above, this part raises a series of questions: What is human? What is classroom field of consumer society? What is human in classroom field of consumer society? At last, it draws the conclusion: It is a true lie that human is all-around, free and developing in classroom field of consumer society. It is, and only is a deceivable drumbeating, and it means nothing.In the postscript, the report put forwards a "possible" possibility, and suggests a little expectation on students" symbolic fate in classroom field of consumer society. Maybe, we still have some "possible" possibility.
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