论教育的可能性想象:基于中国古代教育驱动力的历史社会学分析

On the Imagination of the Possibility of Education:A Historical Sociological Analysis Based on the Driving Force of Ancient Chinese Education

中国古代占支配地位的思想是一种等级秩序,但也不乏对平等的追求,从汉代的察举制到隋唐的科举制,选举制度在社会阶级流动方面的作用逐渐增强,虽然有时为贵族势力所把控,但是到了宋代,出仕已经超过郡望和家族身份,成为决定社会地位的首要因素。不仅寒门子弟需要通过获取官职来进行社会阶级流动,大族子弟也需要通过官僚任职来维持家族的荣耀和地位,否则将容易沦为庶族,因此宋代也被称为平民社会。在教育和选举制度的密切配合下,君主希望利用教育训诫和利禄之途来维护阶级统治,贵族希望维持声望、地位、权力的代际传递,平民则致力于通过教育奋斗来实现阶级流动。于是,基于教育的可能性和创造性,各阶级均对教育充满希望,此时教育发挥了一种可能性想象的功能。通过考察汉代至宋朝寒门学子的教育奋斗与社会上升,不仅有利于开拓教育公平研究的历史社会学进路,还能为探讨当下“教育内卷”等现象提供有益的历史参照。

The dominant ideology in ancient China was a hierarchical order,but there was no lack of the pursuit of equality.From the censor system in the Han Dynasty to the imperial examination system in the Sui and Tang Dynasties,the electoral system played a more and more important role in social class mobility,although it was sometimes controlled by aristocratic forces.However,in the Song Dynasty,being an official has surpassed the prefecture and family status as the primary determinant of social status.Not only the children of poor families need to obtain bureaucrats to carry out social class mobility,but also the children of big families need to maintain the family's honor and status through bureaucrats,otherwise they will become common people,so the Song Dynasty is also called a civilian society.Under the close coordination of the election and education system,the monarch used education and admonition to maintain class rule,the aristocracy hoped to maintain the intergenerational transmission of prestige,status and power,andthe common people were committed to achieving class promotion through educational struggle.As a result,due to the periodicity and creativity of education,all classes are full of hope for education,and constantly pay for a possible ideal and future.At this time,education plays an imaginary function of possibility.By examining the educational struggle and social rise of the students from the poor families from the Han Dynasty to the Song Dynasty,it is not only helpful to open up the historical and sociological approach to the study of educational equity,but also to provide a useful historical reference for the discussion of the current educational issues such as"educational involution".