后现代的儿童主体性：福柯之眼  

Postmodern Subjectivity of Child:from the Perspective of Michel Foucault

作　　者：戎庭伟[1] 

机构地区：[1]杭州师范大学教育科学学院,杭州310036

出　　处：《全球教育展望》2012年第1期51-55,共5页Global Education

摘　　要：与我国教育语境或现代中心论意义上的主体性概念不同,后现代主义者如福柯认为,主体性是历史地建构起来的,是话语论述、社会实践以及自我创造的产物,具有多样性、流动性和异质性的特点。从福柯之眼透视儿童主体性,我们更容易把握儿童的教育过程以及教育过程中儿童的处境,进而为思考儿童的教育之道以及儿童自身获得实践自由的可能性和现实路径,提供重要的思维工具与行动方向。In contrast to the notion of subjectivity in current Chinese educational context or in the sense of modern centralism, post - modernism- take Michel Foucauh as an example-- holds that subjectivity is constructed historically. It＇ s a product of discursive formation, social practice and self - creation, and enjoys the merits of plurality, mobility and heterogeneity. Looking into the child＇ s subjectivity from Foucault, we get an advantage point to understand the educational process of child and the child＇ s situation in the process. Foucault＇ s thought on subjectivity refreshed our ways of seeing how to educate the child, and it help the child to reclaim their practice freedom with vast possibility and feasible access.

关 键 词：主体性 后现代 福柯 儿童 自由 教育空间 

分 类 号：G420[文化科学—课程与教学论]