规训与教化:学校教育生活的样态歧化及其融合理路

Discipline and Edification: The Modality Disproportionation and Theoretical Path of Integration of the School Educational Life

学校教育的目的性决定其具有一定的强制性,教育思想史由此形成对以强制为特质的规训式教育生活的批判,以及对以自由为特质的教化式教育生活的追求。长期以来,两种教育生活样态被视为相互歧化的对抗性存在。然而,二者对抗并非具有必然性,规训式教育生活也存有积极一面。现代学校教育应当正视两种教育生活样态的共在,探寻二者融合的学理路径。规训和教化的本义蕴含着两者融合的渊源性,现代学校教育制度蕴含着规训与教化融合的必要性,规训蕴含的独特价值也凸显出其与教化融合的合理性。二者融合的学校教育生活样态,才是值得倡导和追求的美好教育生活。

The purpose of school education determines that it has a certain degree of compulsion. The history of educational thought has formed the criticism of the disciplinary educational life characterized by compulsion, and the pursuit of the edified educational life characterized by freedom. For a long time, the two forms of educational life have been regarded as antagonistic existence of mutual disproportionation. However, the confrontation between the two is not inevitable, and there is also a positive side in the disciplined educational life. Modern school education should face up to the coexistence of the two kinds of educational life and explore the theoretical path of their integration. The original meaning of discipline and edification implies the origin of the integration of the two. The modern school education system implies the necessity of the integration of discipline and edification. The unique value of discipline also highlights the rationality of its integration with edification. The school education life with the integration of the two is a good education life worthy of advocacy and pursuit.