任意性与必然性的系统化——布迪厄批判教育社会学关系主义再阐释

Arbitrariness,Necessity and System:A Relational Interpretation of Bourdieu’s Critical Sociology of Education

“关系主义”既是布迪厄社会学理论的方法基础,亦是其批判教育社会学的思维框架。这一思想进路源自结构语言学和结构人类学,它拒绝孤立看待研究对象,仅根据其内在性质进行分析,而是通过建立关系系统,将研究对象视为系统中的要素,由系统为其赋予关系性属性,由此进行共时性考察。当以“关系主义”视角分析布迪厄批判教育社会学对再生产机制的阐释,则可发现:社会再生产的文化再生产机制以惯习为中介,确立了权力关系结构(系统I)与教育体系系统(系统II)之间的结构同源性。因此,只有将布迪厄的分析重新置于关系主义的框架中,分析其早期化用和思维运用的实例,才能回溯其基底问题和思维建构方法,准确地把握其批判教育社会学的内核,有助于更全面地理解其理论特色,并提出对布迪厄教育社会学理解的批判与创新。

Relationalism not only serves as the methodological basis of Bourdieu’s sociological theory,but also constitutes the theoretical framework of his critical sociology of education.With its origin in structural linguistics and structural anthropology,this approach refrains from treating the research object in isolation with analysis focusing merely on its intrinsic properties.Rather,it views the object as element within a constructed relational system,from which it derives its relational properties available for a synchronic investigation.In an attempt to clarify the methodological roots of relationalism,we first review the application of relational thinking in structuralists’tradition and its relationship with Bourdieu’s early relational thinking model.We then examine the relational framework of Bourdieu’s analysis of the cultural mechanism of social reproduction-the structural homology between two systems,i.e.,the structure of power relation(System I)and the system of the educational institutions(System II),with the mediation of agents’habitus.Therefore,a contextualized reading of Bourdieu’s analysis in the relational framework and analysis of instances of its early application and practice in the literature would enable an accurate grasp of the core of his critical sociology of education and a more comprehensive understanding of its theoretical constructs,so as to provide a critical and innovative interpretation thereof.