摘要
符号是一种客观存在的指代标识,通过观念实施指代。伯恩斯坦从索绪尔的语言符号学入手,通过实证研究,发现了符号指代隐含着的社会问题。此后,在皮尔斯和卡西尔的启发下,他以学校教育和课程内容为背景,开始探索符号与意义、文化、甚至权力的关系。通过构建的符码理论,伯恩斯坦指出中产阶级善用精致型符码,而劳动阶级则倾向于使用限制型符码。学校教育作为意识形态传递的媒介,它所使用的精致型符码,更容易被中产阶级家庭的儿童所接受,因此,看似平等的教育,其根源就带有了一定的不公平性。这样中产阶级的儿童相较工薪阶层的儿童,更容易取得学业及社会适应方面的成功,进入上层社会,由此阐明了教育的文化和阶级再生产本性。
Symbol is an objective concept. Bernstein learns Semiotics of existence language conference sign, it has implemented by the from Saussure, and inspired by Pierce and Cassirer. When Bernstein found that the symbol conference implied some social problems by empirical research, he began to explore the relationship of symbols and meaning, cul- ture, and even power through school education and curriculum content. When code theory was constructed, Bemstein found that the middle-class make good use of elaborated codes, and the working-class tend to use restricted codes. However the school is a place to transfer of ideology, it follows the elaborated coding that conventions of power elite. So compared to working-class children, the children of the middle-class were easier to adapt and integra- tion into this education, and more likely to succeed. When they enter into the upper-classes of society, the purpose of reproduction is reached. Therefore, the nature of education repro- duction has been revealed.
出处
《外国教育研究》
CSSCI
北大核心
2016年第4期25-35,共11页
Studies in Foreign Education
基金
山西省高等学校哲学社会科学研究项目"人本主义心理学的马克思主义取向"(课题编号:2014228)
