社会教育化的批判与反思——基于福柯知识/权力分析  

Criticism and Reflection on Educationalization:An Analysis Based on Foucault

作　　者：夏天成 XIA Tiancheng(School of Philosophy,Anhui University,Hefei 230039,China)

机构地区：[1]安徽大学哲学学院,合肥230039

出　　处：《开放教育研究》2023年第4期34-40,共7页Open Education Research

基　　金：国家社科基金一般项目“福柯资本主义批判理论及其在疫情时代的价值研究”(22BKS028)。

摘　　要：教育化是当代教育哲学阐述社会问题转变为教育问题的重要概念,并被广泛用于学校教育、终身教育和教育改革等问题的讨论。德帕普等分析了社会教育化的历史趋势和现实动因,并对其可能导致社会矛盾的转嫁、教育的实用化以及个体的自主性风险等负面影响提出了批评和担忧。这些批评在教育全球化的背景下有警示和借鉴价值,但仍具有西方视角的局限性和理想主义倾向,在借用福柯的规训权力理论时也显得过于悲观,教育化被更多地视为一个消极的规范化过程。从福柯的知识/权力分析来说,教育不是与权力无关的纯知识领域,教育化批判并不能脱离对现代社会的整体反思,而规范化除了控制性之外也具有积极的生产性,有理由在警惕教育化风险的同时对其保持乐观。Educationalization is an important concept in contemporary educational philosophy that explains how social problems are transformed into educational problems,and it is widely used in discussions on many topics such as school education,lifelong education,and education reform.Marc Depaepe and other scholars analyzed the historical trends and practical motivations of educationalization and criticized its potential negative effects such as the transfer of social contradictions,the pragmatism of education,and the risk of individual autonomy.These criticisms serve as a warning and reference in the context of educational globalization.However,they also have limitations with their perspectives and idealistic tendencies.In addition,these criticisms appear too pessimistic when drawing on Foucault's theory of disciplinary power,and educationalization is seen more as a negative process of normalization.However,from Foucault's analysis of knowledge/power,education is not a pure field of knowledge unrelated to power,the criticism of educationalization cannot be separated from the reflection on modern society,and normalization also has positive productivity,so it is reasonable to be optimistic about the risks of educationalization.

关 键 词：教育化 知识 权力 福柯 

分 类 号：G40-02[文化科学—教育学原理]