教育与体罚的关系究竟怎样?——跨越东西方社会之历史的、比较的、民族志及图像学的考察

From Compatibility to Exclusion:the Ethnography of Education and Punishment through Chinese and Western Comparison

东西方社会风俗、习惯、历史、文化等各方面都有不同,但在教育上有一点却出奇地一致,即借助体罚的方式,无论是家庭教育,抑或学校教育,都是如此。中国历史上有'朴作教刑'的主张,千余年来虽偶有怀疑,但这种信仰不曾动摇,至清末兴学方才打破。西方的情况比较复杂一些,在奥古斯丁之前,体罚是各国自行选择的,为习俗之一;当然也有反对的,如昆体良。奥古斯丁之后,体罚则具有了宗教的意味,儿童生有'原罪',体罚为'赎罪',被迫生活于'黑暗'之中许多年。文艺复兴时期,因一批人文主义思想家极力鼓吹,人们才破除了认识上的禁区。宗教改革时期,教会内部对此也有不同的主张,如耶稣会的拒绝主义、拉塞尔的科学化主张、夸美纽斯的'警戒说'等。此后,卢梭不满于这种习惯及认识,主张以'自然罚'代之;裴斯泰洛齐也有不满,他主张教师应改进教法;而赫尔巴特认为'完全排除是徒劳的'。义务教育的普遍实施,从另一面证明了赫尔巴特的认识似乎更符合事实。但随着'发现儿童'被人们理解得越来越深刻,以体罚为标志之一的传统教育日益受到挑战,民主教育的潮流越来越汹涌,终于在'儿童保护主义'的大旗下陆续被废除,由此,迎来了一种新的教育哲学。

Although there are lots of differences in customs,history and culture between the East and the West,people all like use corporal punishment no matter they are in families or schools.Teachers usually use ferule to punish students in ancient China until the late Qing dynasty.In west society,people’s thoughts of corporal punishment were so complicated.Before Augustinus,corporal punishment was viewed as custom by lots of countries.Quintilianus objected this custom at the same time.And then corporal punishment combined religion in view of the idea that children born with‘original sin’and corporal punishment can clean the sin.In the Renaissance,some humanists broke this misunderstanding.During the religious reformation,there existed different opinions of corporal punishment,such as the rejectism of Society of Jesus,Russell’s claim for science as well as Johann Amos Comenius’s opinion of alertness.Hence Rousseau advocated‘punish naturally’and Pestalozzi claimed for teachers’improvement to teaching methods.Herbart thought‘the complete exclusion of corporal punishment is impossible’.It has verified with the implement of compulsory education.Nevertheless,companying with peoples’deep understanding of‘the discovery of children’,traditional education was challenged increasingly.Corporal punishment was abolished by the thought of‘children protectionism’and democratic education.