超学科视域中的教育关怀——基于一例学生行为规范话语实践的话语批判  

Educational Solicitude in Tran-disciplinary Vision——A Discourse Analysis of the Discursive Practice of Behavioral Norms

作　　者：胡云飞[1] 

机构地区：[1]温州大学外国语学院,浙江温州325035

出　　处：《教育与教学研究》2009年第4期28-32,共5页Education and Teaching Research

基　　金：浙江省哲学社会科学规划项目(06CGYY19YBX)

摘　　要：在批判话语学视域中,教育场域各种行为规范的话语实践隐蕴着规定与描写、信息与互动、形塑与改塑、理性与论证等特征性话语意涵。对行为规范的话语实践展开话语间性、话语次序、话语混杂等方面的超学科话语分析,凸显了现代教育中由于技治理性和管理理性的超常张扬而映现的"话语技术化"、"话语商品化"而展现出理性与生活的张力,也揭示了现代文明进程中科学世界通过"语境重置"对生活世界的"殖民化"以及人的"物化"危机。同时,对行为规范的话语实践进行批判性话语研究,能够鲜活地使我们对事物获取一种现象学意义上的原初、自明、本质、冥会于心的观察、理解与诠释。The discursive practice of Behavioral Norms in the educational field embodies such discourse connotations as being descriptive ＆ prescriptive, informational ＆ interact ional, diachronic ＆ synchronic, rational ＆ argumentation. A Tran disciplinary analysis of the discursive practice of Student Behavioral Norms, in the way of interdiscursivity, order of discourse ＆ heteroglossia, can reveal the technologization ＆ COM modification of diseourse in modem education, which are caused by the over inflation of technical rationality and managerial rationality＇, and it can also uncover the colonization of life world by science world through reeontextualization and the crisis of human reification. Meanwhile, a critical study on the discursive practice of Student Behavioral Nomrs, in a phenomenological sense, can vividly enable us to gain an origin, self- evident, intrinsic and introspective understanding and interpretation of things.

关 键 词：行为规范 话语实践 技治理性 生活世界 话语批判 

分 类 号：G40-011[文化科学—教育学原理]