学校化社会与家长教育观的二重变奏

Schooling Society and Parents' Paradox of Education Concept

学校化社会依赖制度而行和按序升级衍生了家长的工具理性教育观。本研究以家长的"知行悖律"现象为起点,通过调查和访谈两种研究方法,设置两种情境,探究家长的个体教育观和社会教育观。控制情境中的调查结果显示了家长价值理性的社会教育观,符合政治、经济和文化主流价值;日常情境中的访谈揭示了家长工具理性的个体教育观,具有媒体批评的"盲目"特征。学校化社会构筑的学校和社会两个阶段和情境,彼此文化、制度和规范不同,衍生出不同模式的观念和行为标准。制度化的分数与升级较之无形的能力与快乐,引起家长的两难选择和观念冲突,揭示了他们心理的虚弱和无力。

Schooling society's depending on institution and upgrading according to the order of sequence engender the instrumental education concept of parents. Starting from the phenomenon of parents' "paradox of knowing and doing",using the two methods of survey and interview and constructing two contexts,this paper explores the parents' education concepts of individual and society. The findings in the controlled context show parents' education concept of value-rationality,which conforms to the social mainstream value of politics,economy,and culture. The interview in the daily context reveals parents' individual education concept of instrumental rationality characterized by "blindness"that the media have criticized. The schooling society constructs two stages and contexts of school and society,in which there are different culture,institutions and norms,thus producing the concepts and action norms of different modes. The institutional score and upgrading in combination with the invisible capacity and happiness make parents be in dilemma and conceptual conflict,which reveals their weakness and powerlessness of mind.