阿普尔批判教育研究的批判逻辑  

The Critical Logic of Michael W. Apple's Critical Educational Studies

作　　者：王占魁[1] 

机构地区：[1]华东师范大学教育学系

出　　处：《教育研究》2012年第4期134-139,共6页Educational Research

基　　金：2010年教育部博士研究生学术新人奖资助项目的研究成果

摘　　要：作为美国新马克思主义教育哲学的创立者和最早在北美倡导批判教育运动的领军人物之一,阿普尔对由右翼保守势力主导的市场化和私有化的教育改革已经进行了长达四十多年的批判研究。在批判立场上,阿普尔表现出对社会草根群体的现实关怀;在批判方法上,阿普尔采取了情境化的关系分析进路;在批判旨趣上,阿普尔致力于民主社会的教育重建,其实践策略包括将批判性反思、学校变革、民主实践的捍卫与对教育改革中赤裸裸的经济逻辑的抵制相结合的"非改革主义的改革",将教师、社区和社会活动家等众多教育利益相关者动员起来积极参与学校教育变革的"厚民主"的教育,以及旨在实现教育领域的知识分子从单纯以知识生产为目的的"学者"转变为能够基于自己所发现的知识在政治和教育层面上为追求经济、社会和教育的平等与民主开展行动的"活动家"的身份重塑。The marketization-and-privatization-oriented education reform dominated by the conservative rightists has continuingly withered American people＇s collective responsibility for the society since 1970s. As a founder of a American neo-Marxist educational philosophy and a pioneer of the Critical Education Movement in North America, Michael W. Apple＇s critical studies have worked on this for more than forty years. As to his position, Apple embodies a realistic care for grassroots; to his method, Apple adopts a contextualized relational analysis; and to his objective, Apple argues for an educational approach for the reconstruction of the democratic society which includes three aspects： the ＂non-reformist reform＂ emphasizes his combination of the defense of critical reflection, school change as well as democratic practices with the resistance against the naked economic logic in education reform; the ＂thick democratic＂ education to mobilize the stakeholders of education such as teachers and the social activists in the communities to engage in education reform actively; the identity reconstruction of the intellectuals in education wllieh tries to transform the purely knowledge-produetion-aimed ＂scholar＂ into an ＂activist＂ who may politically and educationally act for economical, social and educational equality and democracy in view of his own discovery of knowledge.

关 键 词：阿普尔 批判教育研究 教育改革 教育重建 

分 类 号：G40-09[文化科学—教育学原理]