爱弥儿与“家伙们”——客观教育学中的卢梭困境

Emile and "the Lads": The Rousseau's Dilemma in the Objective Pedagogy

卢梭对爱弥儿的自然教育建构了这样一种客观教育学:倾向于让个体依赖感觉和直接经验来行动,将欲望控制在符合客观位置的能力范围之内,排斥主观思考与想象,养成了爱弥儿条件反射式的道德习惯;爱弥儿沿着自然法则和“教育主”划定好的成长经纬线,逐渐深陷于静止的符号之网,在远离现实世界的过程中成为情感淡泊和心灵撕裂的宿命论者。与爱弥儿相似,保罗·威利斯《学做工》中的家伙们也对劳作与理论对立的生活甘之如饴,以反权威、反学校、反智文化的姿态来保全自己的文化能动性。然而,对理论生活的抛弃和对于特定共同体精神的依赖,让爱弥儿和家伙们错失了体验世俗外世界的机会,限制了自身向外发展的可能性,最终走向理想的幻灭。爱弥儿与家伙们的成长悲剧体现了转型社会的“卢梭困境”——始终坚持“人为自然立法”的行动者,在遭受外群体持续不断的打击和孤立后,成为“自然为人立法”的信徒,或者在二者之间彷徨摇摆。这是一种人性的冲突和困境,更是共同体向社会过渡的过程中,不同群体之间的冲突和困境。

Rousseau's natural education constructs a kind of objective pedagogy that tends to make individuals rely on feelings and direct experience to act,control desires within the ability to conform to the natural objective position,and exclude subjective thinking and imagination,forming Emile's conditioned moral habits.Along the longitude and latitude lines of growth defined by the laws of nature and"God-teacher",Emile gradually became deeply immersed in the network of static symbols,and became a fatalist with indifferent emotions and torn hearts in the process of distressing from the real world.Like Emile,the lads in Willis's Learning to Labour enjoy the life with labor and theory opposing each other,preserving their cultural agency in an anti-authority,anti-school culture posture.However,the abandonment of theoretical life and the dependence on the spirit of a specific community made Emile and the lads miss the opportunity to experience the secular world,limited the possibility of their own outward development,and eventually led to the disillusionment of ideals.The tragedy of Emile and the lads'growth reflects the"Rousseau dilemma"of a transitional society that actors who always adhere to"Man legislates for nature",finally become believers in"Nature legislates for Man"after continuous frustration and isolation,or hesitate between the two.This is a human conflict and dilemma,as well as a conflict and dilemma between different groups in the process of community transition to society.