被规约的教师职业

【作者】 周润智；

【导师】 吴康宁；

【作者基本信息】 南京师范大学 ， 教育学原理， 2002， 博士

【摘要】 在现代社会中，知识与权力是结伴而行的，这导致了教师的“社会殉道者”的境遇并没有实质上的改变。教育是阶层社会战车上的动力传输系统和导向系统，因此，只要社会矛盾不从根本上消解，教育就不会结束它的颠簸历史，教师职业也是如此。教育的本真旨趣促使教师有着关爱社会与年轻一代的深深情结，这一情结对于法定权力而言既有可资利用的一面，又具有不可调和的一面，这注定了教师职业“两难”的社会境遇。 在法定权力的规约下，不但社会群体有了等级之分，知识体系也产生了等级分化。事实证明，只有那些符合类属群体需要、能够代表类属群体意志的知识才是最有价值的知识，而这种知识绝非是外在强制作用下产生的，而是生命的一种自主性选择。 国家的局限性并非来自它的组织形式，而在于其具体组织形式对社会整体发展可能性的制约。知识与法定权力之间的不同亲和力是决定各种知识命运的关键因素。知识的权力化和权力的知识化是知识制度的主要特征。 法定权力对知识在生产、再生产、流通、分配和消费等方面所具有的规定性就是知识制度。 由于终生与缄默知识和年轻的生命相伴的缘故，教师的精神必然居于其他职业者所难以企及的境界；但是，在知识制度的规约下，教师职业既有“表演”的一面，同时又具有被动地“与权力共谋”的一面，它是介于“前台”与“后台”两者之间的一种特殊的场域，笔者称其为“间台”——讲台就是“间台”，这一两难的境遇普遍导致了教师角色的泛化、冲突和情感的扭曲。 对权力本身进行技术化改造是统治者维护其权力意志的一种策略，传统的中华法系就是这一技术改造的典范。教育发展中的断裂和滞步现象不仅影响到了教师的职业权利，还影响到了他们的教育观念、知识结构、活动程式以及角色意识。 组织是人的社会性依托，组织文化既是各种社会分工实现其职能并不断进步的保障，同时，也是旧有制度、思想、观念的附着体。教师职业具有突出的个体性、封闭性、节律性等农业经济社会的组织特征，这与现代社会追求效率、质量、目的和责任是极其不符的，在某种程度上可以说教师职业是被工业社会“遗忘的角落”。由于教师群体既缺乏现代社会中专业组织所特有的严谨、相互制衡、重视完善的质量评估等特征，又缺乏专业活动赖以生存的自主权力，导致了其职业组织的松散性和教师职业行为的刻板性，正是这种职业的双重特性引发了教师在师生交往中的话语霸权现象。 话语不仅仅是交流的工具，它本身就是制度、思想和观念的打造物。教师的缄默缘于教育的缄默，而教育的缄默既缘于社会分工的内在规定性，也缘于外在制度的严格规约。 对知识制度予以全面的改造已经成为教育改革难以规避的迫切任务，要切实作到这一点就必须突破空间上的种种规训。社会发展的历史告诉我们，每当社会处于急剧的变革时期，以教育者所特有的胸怀和情结来阐发社会理想、营造积极向上的文化氛围是有助于社会健康发展的，坐享其成的观念不应该是知识人应有的精神状态，为此，教师职业必须谋求到更加广阔的自主发展空间，这关系到教育能否进步的大问题。更多还原

【Abstract】 In a modern society knowledge and power are going hand in hand, a phenomenon that has still kept teachers’ position as social martyrs from being substantially changed. Education functions as a system of motive power generators and direction indicators in the chariot of a hierarchical society. Therefore, education will not end up its bumpy journey before social contradictions are eliminated from within. The same is true of teaching as a profession. With the true aim of education in their minds, the teachers are constantly motivated by a profound complex for the society and the younger generation. And, this complex or concern on the part of the teachers poses two sides to the legitimate power: exploitable and uncontrollable. Thus teaching as a profession is destined to the "dilemma" in its social status.Under the discipline of legitimate power, not only the social masses are classified into different groups, but also knowledge system. As proved by facts: the most valuable knowledge is the one that can satisfy the needs of a particular group and represent the will of that group. Such knowledge, however, is not generated from outside pressure, but an autonomous choice of existence.The limitations of a government come not from its form of organization, but from the restriction of the concrete form of organization upon the possible development of the society as a whole. The differences of affinity between knowledge and legitimate power are key factors deciding the fate of all kinds of knowledge. The transformation of knowledge into power and power into knowledge are the main features of the institution of knowledge.The prescriptions possessed by legitimate power in regulating the production, reproduction, circulation, distribution, and consumption, constitute the institution of knowledge.For their livelong company with mute knowledge and young people, teachers’ morality is no doubt elevated to such a high plain that it is impossible for professionals of other fields to possess. But under the discipline of the institution of knowledge, teaching as a profession acts both as a "performer’’ and a passive "conspirator with power." In a sense, teaching is confined to a special space between "stage" and "backstage," as depicted by the author as "middle stage"-teaching platform is a "middle stage". And this situation of dilemma have made the teachers a victim of role uncertainty and conflicts, and distortion of feelings.Technical reform of the power is a tact of the rulers whose desire in doing soIVis to protect their power will. The traditional Chinese legal system is a model of this technical reform. The phenomena of disruption and stagnation in education development have a negative effect not only on the teachers’ professional rights, but also on their philosophy of education, knowledge structure, activity procedures, and role awareness.Organization is man’s social prop. And the organization of culture serves as a protection for various social divisions of labor to fulfil their functions and achieve constant progress. Meanwhile, the organization of culture is attached to old institutions, ideologies, and conceptions. On the other hand, teaching as a profession is obviously characterized with individuality, isolation, and rhythms-traits of organization associated with agricultural economic society. And these traits can not go along with efficiency, quality, purpose, and responsibility pursued by a modern society. In a degree, teaching as a profession is a "forgotten corner" in the industrial society. For the reasons that the teachers as a group neither have strictness, counterbalance, and perfection-seeking quality evaluation cherished by other professional organizations in a modern society, nor do they have the autonomous rights indispensable to professional activities, their professional organization becomes loosed connected and their professional behavior inflexible. It is these two disadvantages that have caused a discourse hegemony in their contact with students.Discourse is not only a tool o更多还原