教育政策的精神分析:何以必要,如何可能

The Psychoanalysis of Educational Policy: Why Is It Necessary, How Is It Possible

教育政策精神分析是国外批判教育政策研究的新兴领域。基于拉康派精神分析理论,教育政策精神分析认为,政策科学和教育政策社会学混淆了政治“本体”与“本体论”,始终未能摆脱对政策的工具理性假设。教育政策精神分析指出,政治在本体论层面是一个空洞的能指,教育政策通过勾勒理想教育来服务政治的本体论运作。由于政治在本体论层面的不可能性,教育政策无法整体性地把握和抵达理想教育。基于此,教育政策精神分析主张关注教育政策的非工具层面,将目光从寻求更好的解决措施转向政策主体在真实、日常的政策实践中自我解放。在分析方法上,教育政策精神分析围绕主人话语、大学话语、歇斯底里者话语和分析师话语,将政策批判与主体解放合二为一,克服了传统批判研究简化政策复杂性和受制于时空情境的缺点。

The psychoanalysis of educational policy has been an emerging field of critical educational policy study. Drawing on the Lacanian psychoanalysis theory, the psychoanalysis of educational policy argued that policy sciences and sociology of educational policy have confused the "ontic" and "ontological" of the politics, and failed to get rid of the instrumental rational hypothesis of policy. The psychoanalysis of educational policy points out that politics is an empty signifier in the ontological level, and educational policy serves the ontological operation of politics by outlining the ideal education. Because of the impossibility of politics at the ontological level, it is impossible for educational policy to grasp and reach the ideal education as a whole. Therefore, the psychoanalysis of educational policy advocates that we should pay attention to the non-instrumental aspect of educational policy,and turn our attention from seeking better solutions to policy subjects’ self-liberation in real and daily policy practice. As regards to analytical method, the psychoanalysis of educational policy concentrates on the discourses of master, university, hysteric and analyst and combines policy critic with subject emancipation. The psychoanalysis of educational policy overcomes the shortcomings of the traditional critical study that simplifies the complexity of policies and is limited by temporal and spatial situations.