后现代的儿童主体性-福柯之眼-戎庭伟

20121294GLOBALEDUCATIONVol．41No12012【】、、。。【】【】/17。。。、“”、“”。。“”“”①。②、、。③。、。。“”。—15—①②③。。“”“”。。“”“”、1992199419972002199919991999199920002000200020002002、“”2001、“”1997、“”2002201020052005、“”2008、“19992009”、“”20102010、“”2007、“”1995“”19942002、“”20102010。。。(310028)。、。、。。、、、、。。“”、。。。。。。。。、、、。。。。。。。。。。。、、。12。—25—、。。、。“”－。、34。“”“”。5、“”“”“”。“”。6、、、。7。－。－－。。。。8。、、“”。、。。。“。‘’。。”9。。10。。。①。—35—①“”、、、、。。Power。、“”。。。、、、、、11、。。。、。12“”。。、、、。①。。。“”“”、“”“”。。“”“”“”。。。。“。”13。。“”“”、。、。。、。。“”“”—45—①“”“”。。。。。1713【】J．．J．．19941121213．2FoucaultM．TheChomsky－FoucaultDebateonhumanna-ture．NewYork＆LondonTheNewPress20061－67．3FoucaultM．MadnessandCivilizationahistoryofinsanityintheageofreason．LondonRoutledge2006．4FoucaultM．BirthoftheClinic．NewYorkPantheon1963．58FoucaultM．DisciplineandPunishthebirthoftheprison．LondonPenguin1977．6ButlerJudith．ThePsychicLifeofPowertheoriesinsubjec-tion．StanfordCAStanfordUniversityPress1997．9FoucaultM．PsychiatricPower1973－1974．GrahamBurch-elltrans．NewYorkPalgraveMacmillan2006c56．10．J．20052141．11BakerBernadetteM．InPerpetualMotiontheoriesofpowereducationalhistoryandthechild．NewYorkPeterLang2001．12PinarWilliamF．1994．AutobiographyPoliticsandSexualityessaysincurriculumtheory1972－1992．NewYorkPeterLang．PostmodernSubjectivityofChildfromthePerspectiveofMichelFoucaultRONGTingeweiSchoolofEducationHangzhouNormalUniversityHangzhou310036ChinaAbstractIncontrasttothenotionofsubjectivityincurrentChineseeducationalcontextorinthesenseofmoderncentral-ismpost－modernism—takeMichelFoucaultasanexample—holdsthatsubjectivityisconstructedhistorically．It’saproductofdiscursiveformationsocialpracticeandself－creationandenjoysthemeritsofpluralitymobilityandheterogeneity．Lookingintothechild’ssubjectivityfromFoucaultwegetanadvantagepointtounderstandtheeducationalprocessofchildandthechild’ssituationintheprocess．Foucault’sthoughtonsubjectivityrefreshedourwaysofseeinghowtoeducatethechildandithelpthechildtoreclaimtheirpracticefreedomwithvastpossibilityandfeasibleaccess．Keywordssubjectivitypost－modernismMichelFoucaultchildfreedomeducationalspace檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿61TheMeaningofEducationalSociologyontheBottomNarrationofChildrenXUYongInstituteofHigherEducationJiangxiBlueSkyUniversityNanchang330098ChinaAbstractInthepoeticlanguagetherearefar－reachingimplicationsonthebottomnarrationofchildren．Facingthecur-rentsituationofclassroomteachingwith“falsegeneration”itisvitalimportanttoseriouslyunderstandtheYamabikoSchoo．InthedepthinterpretationweshouldseriouslyreflecttheshapedChildrennarrativemodeofthinking”whichembeddedintotheeducationalsituationinChina—whywedosetupsuchachildren＇seducationalphilosophyitsexistencemeaningDifferentfromeducationidealists’inquiryonessentialismweopenedanotherwindowtounderstandchildhoodeducationfromeducationsociol-ogyperspectivewhichmayhelpusbettertoexplore“thebottomnarrationofchildren”educationimplication．KeywordsthebottomnarrationofchildrenYamabikoSchoolthinkingonthenarrationeducationalsociology—55—