【作者】 王俊；

【导师】 刘献君；

【作者基本信息】 华中科技大学 ， 高等教育学， 2005， 博士

【摘要】 高等教育中的性别歧视问题可以用不同的理论视角来阐释。本研究基于女性主义认识论,用“知识与性别”这条线索来关照高等教育,是将社会学意义上的性别不平等归之于哲学认识论意义中知识的性别等级图式。通过对高等教育四个核心概念(高深学问、学科、课程、教学)的社会性别分析,揭示了高等教育中性别歧视的认识论根源。高深学问作为构建高等教育组织机构的材料,它在观念、建构主体、建构原则、建构逻辑、论述主题及研究方法上,都与传统社会性别制度有着密切的关联性和同构性。女性主义认为,人类的绝大部分被称为“知识”的领域实际上都是以男性的视角出发建构的,这无疑带有男性的趣味与偏见,而不利于女性的认知与发展。所以,本论文提出:高深学问作为整个知识文化系统中的一种特殊形式,并非性别中立或性别无涉的,它实际代表着一种男性形象,从本质上与女性/女性气质是相悖论的,而这个“本质”又与社会性别制度一样,是以男权为主导的社会文化建构的产物。高深学问通过所谓知识的“客观性”、“中立性”、“普遍性”为社会的经济制度、政治制度、文化制度和社会性别制度提供了合理、合法的依据,实际上也就是为实现社会现存的政治、经济、文化乃至高等教育中的性别霸权提供了知识论上的解释。学科作为高等教育学术活动和教学活动的重要载体,也非价值中立,就像高深学问是被建构的一样,学科也是被建构的。所以,对于隐含其中的权力、利益基础以及意识形态则不容忽视。本研究认为,在学科制度的进程中,只有男性才是学科化知识的局内人,女性成了学科知识的局外人。女性创造的知识和关于女性的知识,已被有意识地遗忘和无意识地扭曲,从学科上划分为男性学科和女性学科并对其进行等级分层,实际上是社会性别符号系统中劳动的性别分工在学术和高等教育领域内的体现,它反映和延续的依然是一种男性中心(或优越)的社会文化。要想消解学科的性别隐喻,打破学科间的等级划分,并把女性创造的知识和关于女性的知识纳入学科的视阈,就必须超越传统思维模式,坚持学科建构主体的多元性和学科内涵的发展性与开放性。更多还原

【Abstract】 Gender discrimination in higher education can be explained with different theories. Based on feminism epistemology, this study investigated higher education in light of “knowledge and gender”, situating sociological gender inequality in the gender rank schema of knowledge in philosophical epistemology. This study revealed epistemological source of gender discrimination in higher education through gender analysis of the four core concepts in higher education, namely high learning, discipline, course and instruction. High learning, the constructing material of the framework of higher education, is closely related to and has the same structure with the traditional social gender system, manifesting in aspects such as concepts, research methods, and constructions of subjects, principles, logics and themes. The Feminism believes that the so-called mankind’s domain of “knowledge” is actually overwhelmingly constructed in the male’s angle of view, and it undoubtedly harbors the interest and prejudice of the male and accordingly hampers the cognition and the development of the female. Therefore, as a special form in the whole knowledge system, high learning, by no means gender-neutral or gender-exclusive, actually represents the image of the male and contradicts the female and feminity in nature. This essential character of high learning is the outcome of the male-dominated socio-cultural construct, as in the case of the social gender system. With the so-called “objectivity”, “neutrality” and “universality” of the knowledge, high learning provides reasonable and legal basis for the economic, political, cultural and gender systems of the society, and thus it actually offers within epistemology an explanation of the existing gender hegemony in the politics, economy, culture and even the higher education in the actual society. As an important carrier of the academic and teaching activities of higher education, the discipline is also not value-neutral. Just like high learning, the discipline is also constructed, so there can be no neglect of the concealed power, interest foundation and ideology. Feminism holds that in the progress of discipline system, male is the only insider of disciplinary knowledge, while female is the outsider. The knowledge created by female and the knowledge concerning female have already been forgotten consciously and distorted unconsciously. Dividing the discipline into male discipline and female discipline and then making hierarchical orders is the reflection of the gender division of labor in the social gender code system upon the sphere of learning and higher education, and it mirrors and continues a male-centered or male-superior social culture. In order to eliminate the gender metaphor of discipline, break the interdisciplinary rank classification and bring the knowledge created by and concerning the female into the discipline, it is a must to get rid of the traditional mode of thought and stick to the pluralism of disciplinary construct subject and the development and openness of discipline content. Regarding the course as a gender text is a new achievement of feminism in the course domain. In the eyes of feminists, mainly created and prescribed by the male, traditional college courses and their discourse are in accordance with the male-centered value system, with importance attached to the fields and topics concerned by the male, neglecting and excluding female’s experience and cognition, consequently making the world of female invisible or distorted in the course sphere. Thereby, they think that if the gender prejudice is to be removed in the field of course, the female should participate as the subject in the construction of knowledge and the choice, explanation and research of the course. The naissance of the course of “women’s studies” is a pioneering research result achieved by feminists. By means of establishing research and teaching organizations which take the course of the study of women as a medium, they want to effectively penetrate into different domains of discipline, to make numerous marginalized or even covered problems related to female, or the so-called heterodox theme, emerge on the historical surface and be included in the course system, to change the situation of the college course in which male and its relating topics is the only orthodox and standard, to alter the course culture’s image of male authority, and to provide an essential knowledge base and platform for female’s integrating into higher education system and becoming the real knowledge subject. Traditional teaching is seemingly gender-relieved, but in fact it has already internalized traditional social gender norms, which mainly represent in aspects such as teaching content, teaching strategy and teaching evaluation. Feminism creates a new teaching concept and methodology, i.e. the feminism teaching theory, by revealing the problems of rights in college classrooms and criticizing the concealed gender stand.Proposed by the feminism teaching theory, the study relationship which is equal, diverse, tolerant, inter-encouraging and power-endowing, and the active and enthusiastic state in knowledge innovation have aroused the attention of education circles. Feminists hold the belief that by implementing the basic concepts and methods of the feminism teaching theory various prejudices, including gender prejudice can be removed gradually and the ideal classroom that feminism pursues can be realized. By giving the four core concepts of higher education a social gender interpretation, feminism diverts gender discrimination explained on the level of law and society to on the level of spirit and knowledge. It brings to light such a truth: the causes of the long-standing unconscious forgetting of the collectivity of female in higher education, gender prejudice in the process of education and gender difference in education results do not lie in what the female was born for and what they can do, but in people’s gender conception and their understandings of higher education, that is the cultural stipulation of what higher education should be and should not be.更多还原