从“意识三态观”看国家知识、民族教育与文化身份的关系——兼评阿普尔与伯恩斯坦的教育知识社会学思想

The Correlation among National Knowledge,Ethnic Education and Cultural Identity from the Perspective of Three Ideology-based Ideas——Comments on Michael W. Apple and Basil Bernstein's Thoughts of Sociology of Educational Knowledge

学术是自由的,但研究是严谨的。民族教育的研究中自由是有的,但严谨还缺乏。之所以这样说,就是因为在本土理论缺位的情况下,盲目引进西方理论去研究、理解和解释中国的民族教育,不仅不能真正做到理解,反而常常会产生误解和误识,并会在实践中误导。有鉴于此,本文首先将西方教育社会学界最具影响力的两位学者的教育知识社会学思想和关键术语进行分析。其次,在厘清西方理论、术语产生的制度和学术背景的前提下,指出了西方理论对我国民族教育的解释存在着局限性和失配性。最后,从"意识三态观"的综合视野,对国家知识、民族教育与文化身份及其相互的关系做出了分析。

Academic studies allow research freedom but require rigorous attitude. There is freedom in the studies of ethnic education,however,rigor is wanting. The reason lies in the shortage of local theories.Blindly introducing Western theories into studies, understanding and interpretation of China ＇s ethnic education leads to misunderstanding and misleading in practice. In view of this,this article first analyzes the thoughts of educational sociology and key terms of the two most influential scholars of Western academia,and in the context of clarifying the system and academic background of Western theory and terminology,it points out limitations and mismatch in the interpretation of ethnic education in China. In the end, from the perspective of three ideology-based ideas,this paper analyzes the correlation among national knowledge,ethnic education and cultural identity.