学前教育中“奥威尔问题”探析--基于福柯的微观权力理论视角

Analysis on“Orwell’s Problem”in Preschool Education-Based on Michel Foucault’s Micro-power Theory

乔姆斯基提出的“奥威尔问题”是权力运作的泛在化和隐秘性问题。根据福柯的微观权利理论,分析发现在学前教育中,教师和儿童之间也存在一种隐秘的权力作用模式。教师通过有意无意的规训手段,对儿童的时间和空间进行约束和控制,使幼儿园“向上服务”。学前教育中规训的存在有社会背景对教育的浸润和教师对教育习俗的盲从两方面原因,若不加以觉察和控制将会妨碍“以儿童为中心”理念的真正落实。可以从提高教师的批判反思能力和与儿童平等对话能力两方面入手,弱化“奥威尔问题”对学前教育的影响,使规训成为善的教化手段,为儿童赋权。

Chomsky’s“Orwell’s problem”is a problem of ubiquitous and invisible power operation.Based on Michel Foucault’s micro-power theory,this paper analyzes a hidden power function pattern between teachers and children in the field of preschool education.Through intentional or unintentional disciplinary means,teachers constrain and control time and space of children,so as to“serve upward”the kindergarten.The existence of discipline in preschool education is a result of both the social context that infuses education and the blind obedience of teachers to educational practices,which,if not noticed and checked,will hinder the true implementation of the“child-centered”philosophy.We can weaken the influence of“Orwell’s problem”on preschool education and empower children by improving teacher’s ability of critical reflection and equal dialogue with children.