零度的写作与零度的课程——论“后现代”教育社会学之意义与可能

Zero-degree Curriculum: On the Meaning and Possibility of the Post-modern Sociology of Education

零度课程的一大特点是凸现主体的不可参与性,是对主体与参与的彻底否定。只有在否定中你才能体会到“后现代”教育社会学关注人类生存意义的深刻含义。“后现代”教育社会学,它的可能性之一便是倡导一种教育批评的教育社会理论,它的意义便是在批评中“变熟为生”,发掘出新的问题意识和新的认识问题的途径,以求最终达到对人类生存意义的终极性关怀。

Non-participation of the subject, along with the complete denial of the subject and his involvement, is the main characteristic of the zero-degree curriculum. Only with this denial could one understand the deep meaning the post-modem sociology of educations concern for the significance of human existence. One of the possible aims of post-modern sociology of education is to advocate a theory of educational sociology with the spirit of educational criticism, so as to turn from familiarity to un-familiarity, to explore a new problem consciousness and new ways to understand problems during the criticism, and eventually to have the ultimate concern for the significance of human existence.