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教育史上的“儿童”是如何出现的?福柯式思维认为,儿童的出现是文化人类学事件,它超越了单纯的生物学范畴,而成为论述空间中话语论述和制度实践的产物。论述空间本质为禁闭空间:其中,机构性禁闭让“儿童”成为一种问题域与社会资源,成为谈论与操控的对象;而话语性禁闭旨在建构儿童的时代特征,实现儿童与其生存于其中的社会的共构。经由这两种过程,儿童诞生了,专门围绕儿童的教育话语与实践活动出现并逐步发展。
How did the “children” appear in the history of education? Foucault’s thinking holds that the appearance of children is an event of cultural anthropology that transcends purely biological categories and becomes the product of discursive discourse and institutional practice in space. The nature of space is confined space: Among them, institutional confinement makes “child ” become a problem domain and social resources, become the object of talking about and manipulation; and discourse confinement aims to build the characteristics of children’s time and realize the survival of children and their In which the social co-construction. Through these two processes, children were born, and educational discourse and practice activities focused on children appeared and gradually developed.