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本研究聚焦北京某高校生死教育课中围绕自杀问题的讨论,采用民族志,探究多元声音间的对话性与生命意义的建构。分析以课程中两次对自杀问题的讨论录音为主要语料,辅以补充访谈,试图找出讨论结构、焦点、声音主体和观点,并分析这些声音间的对话性和所建构出的生命意义。研究发现,在没有唯一对错标准的对话规则下,教师以有别于经典三话步的模式、不评价的方式,开放声音的多元性。讨论中呈现出对自杀问题的多元声音。生命意义通过以下方式得以建构:1)对话性中的差异,冲击单一、固化的思想(即对自杀的不理解、以自己的立场解读、赞同自杀、不干预自杀);2)对话性中的呼应,使珍惜生命(如:生命的韧性、适当的妥协等)被突显和丰厚。
This study focuses on the discussion of suicide in the life and death education class in a university in Beijing and adopts ethnography to explore the construction of dialogue and the meaning of life between multiple voices. The analysis uses two recordings of the discussion of suicide in the course as the main corpus, supplemented by interviews, trying to find out the structure, focus, subject and viewpoint of the discussion, and analyzing the dialogue between these voices and the meaning of the constructed life. The study found that in the absence of the only right and wrong standard of the dialogue rules, teachers with different from the classic three-step mode, not evaluation, open the voice of diversity. The discussion presented a diverse voice on suicide. The meaning of life can be constructed in the following ways: 1) Differences in dialogues, impacting on a single, solidified thought (that is, not understanding suicide, interpreting it in its own way, agreeing to commit suicide, and not suicide); 2) Echoing, so cherish life (such as: the resilience of life, appropriate compromise, etc.) have been highlighted and generous.