论文标题:反省与求证：四川藏区教育研究
Reflection and Demonstration: A Study on Sichuan Tibetan Education
论文作者 邵陵
论文导师 冉光荣,论文学位 博士,论文专业 专门史
论文单位 四川大学,点击次数 564,论文页数 235页File Size11557k
2003-04-08论文网 http://www.lw23.com/lunwen_416967/ 四川藏区;教育;概念;功能;作用;失调与改善
Sichuan Tibetan region;education;concept;function;action;unbalance and improvement
四川藏区既是以藏族为主的少数民族聚居区，又是以传统农牧业为基础的自然经济地区。当地兴办现代学校已有近百年历史。在其后半个世纪的发展中，取得了令人瞩目的成绩。现代学校作为工业时代的产物，在四川藏区与藏民族传统文化、自然经济相碰撞，必然产生一些矛盾冲突，长期以来一直存在着适应性问题。二十世纪八十年代以来，四川藏区在改革开放的探索过程中取得了喜人的成就，同时也出现许多新情况。这给四川藏区教育发展带来了新的困难。因此，老问题尚未根本解决，又添新问题，情况变得更加复杂，教育改革的难度远非内地所能比拟。 面临人类由工业经济向知识经济转轨的当代，日渐衰老的工业文化与方兴未艾的计算机网络文化剧烈碰撞。教育作为一种传播文化的手段，从所传播的文化内容到传播方式全都面临尴尬。教育培养什么人?新一代面临未来生存方式选择。所有民族，一切退缩畏怯都无济于事。最近几十年来，科技一体化、经济全球化浪潮比以往任何时代都来得猛烈，影响的广度和深度大大超出人们的想象，而且不以人们的意志为转移。在其汹涌澎湃的大气势中，四川藏区已不可能再维持封闭，固守传统；必须走向开放，憧憬未来；必须紧扣时代脉搏进行前所未有的改革和发展，不能有一刻的松懈和迟缓。四川藏区教育必须跟上咄咄逼人的形势，走在时代的前列，为四川藏区的经济发展、社会变革、藏文化创新尽快地培养新型人才。因此，解决四川藏区教育发展的问题已成为当务之急。犷︸盛甘了尹， 魂知 四川大学博士学位论文 要解决四川藏区教育存在的困难和问题，必须有一个全新的视野;不能局限于局部，就事论事。应该从历史、社会、文化、宗教、政治、经济等多方面分析四川藏区教育产生问题的原因;从藏民族、中华民族、全人类的生存与发展的角度，思考四川藏区教育的发展。总之，应该立足现实，回顾过去，展望未来;以整体观、系统观、辩证观为指导思想。本论文力求遵循此原则研究四川藏区教育。 要为四川藏区教育发展提供理论依据，必先建立一般教育—民族教育理论框架。本论文第一部分即为理论框架，着重探讨教育的本质、行为教育与实体教育概念;同时界定教育功能与作用的区别;兼及教育与其他社会实践之间的相互作用。 关于教育本质的讨论长达20多年，莫衷一是。本论文认为争论分歧的焦点在于把行为教育与实体教育混为一谈，所以提出主张:行为教育是文化传承活动的基础。没有作为行为的教育便无教育可言。由于人类社会日益复杂化、组织化，行为教育已不能完全肩负起传承文化的重任，因此由专门的机构、组织、人员构成的实体教育登上历史舞台。行为教育与实体教育有着各自不同的本质和功能。发展四川藏区教育，必须从行为教育与实体教育两个方面分别探讨。本论文对此阐述了自己的见解。 教育的功能与作用有着关系密切，但又是两个不同的概念。然而，它们往往被混为一谈，甚至被当作同义词。功能源于本质，是事物的固有性能，可为人所用，但不能人为改变;作用是功能的外显、展开。一种功能可能外显为什么样的作用?要根据人的需要而定。也就是说，作用受人的主观意志影响。要使四川藏区教育按照教育规律发展，首先必须在理论上弄清楚教育功能与作用之间区别和联系。因此辨析这两个概念成为本论文理论部分的重要内容之一。 教育是人类社会实践活动大系统的子系统之一，经过从非独立形态到独立形态的发展历程。无论教育处于何种阶段，它与其它社会实践支系统都必将相互联系，相互作用。那么，教育与政治、经济等其它子系统是如何相互联系、相互作用的?如何回答这一问题关系到如何认识教育的地位和作用，关2 四川大学博士学位论文系对教育的关心和支持程度，关系到教育功能的发挥和改善。总之，这涉及到教育能否遵循自身规律而发展的基本问题。因此，研究教育与其它社会实践活动之间的关系也是本论文理论框架的重要内容。 论文第二部分对四川藏区教育的历史与现状进行了文献分析和实地调查研究。内容涵盖四川藏区的生态自然环境，历史文化，宗教信仰习俗对当地教育的影响，以及当地教育的变迁。本论文认为文化制约经济与社会制度;经济与制度又反作用于文化。藏区的粗放型自然经济，地广人稀环境导致历史上政教合一，从而使藏民族传统文化的文本传承只能依靠寺院教育，造成藏区读书就为喇嘛，只有喇嘛才是藏区仅有的知识分子。本论文主张把宗教信仰与巫术迷信区别开来，肯定寺院教育在传承藏文化方面曾有过的重大历史作用;并肯定藏文化具有自我创新的优秀传统。因此即使未来进入高科技知识经济时代，网络文化替代工业文化，四川藏区教育仍不应脱离藏族优秀文化传统。四川藏区教育可以从当面传授的班级制形式变成远程网上教育，个别选择学习。但不能粗暴地割裂与藏文化的联系。藏文化是中华文化的重要组成部分。教育必须为传承中华文化发挥作用，培养出具有创新藏文化的
Sichuan Tibetan region is a place where Tibetan people and other minorities live and natural economy based on traditional agriculture and animal husbandry remains. It has been almost one hundred years since modern school developed there. It made great achievements during latest fifty years. Modern school which was born in the industrial times, has been certainly colliding with Tibetan traditional culture and natural economy and meeting problem of adaptations in Sichuan Tibetan region. Since 1980s, Sichuan Tibetan region has made lots of satisfactory success in process of reforming and opening; at meantime appeared many new things, which brought new problems to development of Sichuan Tibetan education. Therefore new problems adding to old ones make the condition of education more complicate. The education reforming there is far more difficult than that of other places.In the contemporary era when the economy of industry is transforming into the one of knowledge, there happens a drastic collision between the declining industrial culture and the newborn computer and net culture. Education, as a means to transferring culture, is confronted with great challenges in an all-round way from the culture transferred to the transferring means. What kind of man does education cultivate? New generations always meet a question of how to choose themode of life. It is of no help for any people in the world to retreat cowardly. In recent dozens of year, technology is developing into oneness, and economy into globalization on independence of man"s will, which is far fiercer than ever. The depth and extent of its influence goes far beyond imagine. Facing such high surging wave, Sichuan Tibetan region cannot adhere to its tradition closely and exclusively. On the contrary, it must open the door and reform in no time, keeping in step with the times and looking forward to the future. Education must march ahead of time under the pressing situation and cultivate persons of ability of new kind as fast as possible for economy development, society reform, Tibetan culture innovation in Sichuan Tibetan region. Therefore, it is most urgent and important to develop education in Sichuan Tibetan region.A completely new view is needed to solve problems existing in Sichuan Tibetan education. It means that those problems must be analyzed in the field of history, society, culture, religion, economy and so on; development of education in Sichuan Tibetan region be considered based on existence and progress of Tibetan people, the peoples of China and whole humanity. In a word, it needs to be established in reality, to use past experience for reference, to aim at the future, and to take the view of whole, system and dialectics as guiding ideology. These principles are to be closely followed in research on Sichuan Tibetan education in this dissertation.In order to providing theoretical basis for education development in Sichuan Tibetan region, it is necessary to make a frame of education theory at first. The first part of this dissertation tries to establish such a frame that stresses on analyzing the essence of education, distinguishing behaving education from incarnate education, education function from education action, and discussing interaction among education and other social practices.The essence of education has been discussed without results for more than twenty years. This dissertation considers confusing behaving education withincarnate education as the reason why there is disagreement in the controversy and holds that behaving education is the basis for culture transfer. Education doesn"t exist when it doesn"t act as a behavior. Because human society is becoming more and more complicated, organized, behaving education doesn"t carry out the important task of transferring culture completely. Therefore, incarnate education composed of special institution, organization and faculty appears on the historical stage. For both of behaving education and incarnate education, each of them has its own essence and function. Discussi
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