《去学校化社会》50年:重新发现伊利奇的教育思想内核

50 Years of Deschooling Society:Reconceptualizing the Kernel of Illich's Educational Thought

伊万·伊利奇于1971年出版《去学校化社会》后,又通过各种文献、对话全面展现其“去学校化社会”思想的内涵。整体上,伊利奇秉持着“人道的激进主义”态度,立足于经由社会、历史、玄思等视角交叠而成的核心议题,呈现出其教育思想的内在脉络。事实上,通过对学校中潜在的“价值制度化”“教育神话”“隐性课程”等问题的批判性质疑,伊利奇逐步认识到最初所提“去学校化社会”策略的徒劳。因此,从提出废除学校转向对教育理念本身的反思,伊利奇不再接受“稀缺性假设”下的教育需求话语及其社会承诺。基于此,在“去学校化社会”思想诞生50年后的今天,考虑到该思想可能引发的教育改革实践的危险性,“去学校化”的诉求必须建立在明确的政治要求上,即在最广泛的意义上建立学习机构及其恰如其分的自由保障与评价方式。

After Ivan Illich published Deschooling Society in 1971,he comprehensively demonstrated the connotation of his thought of"deschooling society"through various documents and dialogues.On the whole,Illich holds the attitude of"humanist radicalism",based on the core issues formed by the overlap of social,historical and metaphysical perspectives,showing the internal context of his educational thoughts.In fact,through critical questioning of the potential problems such as"institutionalization of values","educational myth"and"hidden curriculum"in schools,Illich gradually realized the futility of the strategy of"deschooling society"originally proposed.Therefore,Illich no longer accepts the discourse of educational needs and its social commitments under the"scarcity hypothesis"from proposing the abolition of schools to reflecting the educational philosophy itself.Based on this,today,50 years after the thought of"deschooling society"was born,considering the potential danger of educational reform practice that may be triggered by this thought,the appeal of"deschooling"must be based on clear political requirements,that is,the establishment of learning institutions in the broadest sense and their appropriate freedom protection and evaluation methods.