冲突论视域下隔代共育的“养”“教”二分悖论

The Paradox of the Dichotomy of Nurturing and Teaching in Intergenerational Co-parenting from A Conflict Theory Perspective

我国的家庭教育具有普遍的祖辈参与特征,一方面可以发挥祖辈的余热,另一方面也为父辈释放了时间和精力,然而这种所谓的“双赢模式”在实践中往往陷入代际冲突引发的种种困境之中。为避免代际冲突的激化,隔代共育的“养”“教”二分观逐渐形成,然而这样不仅无法有效调和代际冲突,阻碍两代人凝聚共育合力,还暴露了对代际冲突问题的应对不足,也反映了对家庭教育内涵的认识偏差。基于对冲突论的理论探索,本文提出隔代共育的几点建议,为两代人协同育人提供借鉴与启示。

Typically,family education in China is characterized by grandparent involvement.From one point of view,grandparents can contribute their time and energy,which provides parents with more time and energy.However,in practice such a“win-win model”is often fraught with various difficulties caused by intergenerational conflicts.To avoid an intensification of these conflicts,a dichotomy has been formed distinguishing“nurturing”and“teaching”.However,this not only fails to effectively reconcile intergenerational conflict,but also hinders cohesion and the joint efforts of two generations.It also exposes the lack of response to intergenerational conflicts and reflects a misunderstanding of the connotation of family education.Based on a theoretical exploration of conflict theory,this paper suggests insights on intergenerational co-education providing a reference point and enlightenment for the coeducation of the two generations.