峥峥为何会去悦习园?——基于Y市华德福家长的个案研究

Why Did Zhengzheng Go to Yuexiyuan: A Case Study Based on the Waldorf Mother in the City of Y

借鉴布迪厄的符号权力理论,本研究以一位华德福家长为个案对教育选择背后的动因进行考察。结果发现,教育选择过程深受华德福教育符号权力的支配。这一符号权力植根于中国家长对于传统学校教育与西方新式教育二元对立的认知模式,并因现代媒介的传播而不断得以强化。此外,华德福在适应本土文化方面的变革性特质也极大地减轻了传播阻力。当这种符号权力的结构与家长的惯习图示"吻合"时,家长不但不能识别反而完全认可。这体现于观念上接纳、宽容华德福教育的局限性,行为上自觉维护华德福教育的形象,并承担起宣传的任务。家长在接受华德福教育的过程中同时扮演着教育选择中的主导者、"成功"的家长、"新教育"的追随者和华德福的"广告代言人"。可以说,华德福符号权力在一定程度上阻碍了人们针对这种教育形式的理性思考。

In line with Bourdieu’s theory of symbolic power, a Waldorf mother is selected in this research to examine the motivation behind her education choice. Findings indicate that the process of making education choice is dominated by the symbolic power of Waldorf education, the formation of which is rooted in Chinese parents’ binary opposite ways of thinking and evaluating traditional school education as well as western education, and is constantly strengthened by the spread of modern media. Besides, the transformative characteristic of Waldorf education’s adaptation to local culture greatly reduce parent’s resistance. On the individual level, the mother cannot identify but accept the control of symbolic power when its structure coincides with her habitual diagrams, reflected in the concept of acceptance and tolerance of Waldorf education’s limitations, and in the behavior of maintenance and publicity of it. In the process of accepting Waldorf education, the mother plays the role of a leader in the choice of education, successful mother, the follower of western education and the spokesman of Waldorf education. It can be said that the symbolic power of Waldorf education hinders people’s rational thinking about this form of education to a certain extent.