从“浅喻”迈向“深喻”——论伯恩斯坦对“新”教育社会学的批判

From "Surface Metaphor" to "Deep Metaphor" :Basil Bernstein’s Criticism of the New Sociology of Education

伯恩斯坦并不能简单地归于20世纪70年代初兴起的"新"教育社会学运动;他通过对"新"教育社会学以及相关的再生产研究模式的分析,揭示了该运动所遗留下的研究盲区——它仅仅描述了教育现象的"浅喻",即教育与外部社会结构的直接关联,忽略了教育知识的选择、组织和传递的基本原则。"新"教育社会学之所以陷入"浅喻",原因在于它将知识关系化约为外部权力关系,将知识问题简化为意见或权力平衡的问题。因此,从"浅喻"迈向"深喻"的关键在于,澄清学校教育的知识结构与社会结构的关系,克服"非社会化"的本质主义与"过度社会化"的建构主义之间的矛盾。

Basil Bernstein’s theories cannot be simply reduced to the"new"sociology of education in the early 1970 s.Based on an analysis of the"new"sociology of education and the relevant reproduction paradigm,he revealed the blind spot of the research—describing merely the"surface metaphor"of education,namely the direct relationship between education and the external social structure,but ignoring the basic principles for the selection,organization and transmission of educational knowledge.This study argues that the"new"sociology of education was involved in"surface metaphor"because it reduced knowledge relations to power relations,and simplified knowledge problems into the balance of views or power.Therefore,the shift from"surface metaphor"to"deep metaphor"mainly relies on clarifying the relationship between the knowledge structure and the social structure,and overcoming the contradictions between the"non-socialized"fundamentalism and"over-socialized"constructivism.