国家权力和法定知识的政治学

[美]M·W·阿普尔

国家权力和法定知识的政治学

[美]M·W·阿普尔

详细信息

作者简介:
[美]M·W·阿普尔：阿普尔教授已出版著作11本(含与人合著、合编)、论文及书评260多篇。其中主要著作有:《师范教育的工具性系统模式:增加可行性的策略(Implementing Systens Mode!s for Teacher Educntion: Strategies for Inercasing Feasibility)》(合著, 1971);《意识形态与深程(Ideology and Curriculum)》(1979) (有巴西、南朝鲜、西班牙、日本和希腊版，1990年出修订版):《教育中的文化和经济再生产(Cu Itural and Economic Reproduction in Edusation)》 (主编，1982) (有南朝鲜版); 《教育与权力(Education and Power)》(1982) (1985年出修订版，并有西班牙、日本、南朝鲜版); 《教师和课本:教育中的阶级和性别关系的政治经济学（Teachers and Texts; A Political Economy of Class and Gender Relations in Education)》(1986); 《课程：问题、政治学和可能性(The Curriculum：Problems, Poli tics and Possibilities)(合编, 1988)等等。另外，还著有专题论文: 《课程社会学(The Sociology of Curriculum)》

*本文系作者于1990年1月应本月专约面作，题目的原文为: State Power and the Polities of Official Know-ledge, —编者
① Hirsh, E.D., Cultural Literacy(New York:Houghton Mifflin, 1986).
② 这项工作恰好为G·惠蒂总结过。Geoff Whitty, Sociology and School Knowledge (New York: Methuen, 1985). See also, Geoff Whitty "Curriculum Research and Curricular Politics, " British Journal of Sociology of Education 8(number 2, 1987), pp.109-117.
③ Apple, Michael W., Ideology and Curriculum (Boston and London; Routledge and Kegan Paul; 1979; Second edition, 1990).
① 需要理解冲突和联盟过程，进一步的讨论可参见John Clarke and Chas Critcher, The Devil Makes Work:Leisure in Capitalist Britain(Urbana; University of Illinois Press, 1985)，pp.48-49. See also Michael W. Apple, Education and Power(Boston and London; Routledge and Kegan Paul, 1982; revised RAK edition 1985).
② David Hogan, "Education and Class Formation; The Peculiarities of the Americans", in Michael W.Apple, ed. Cultural and Economic Re production in Education; Essays on Class. Ideology and the State(Boston and London:Routledge and Kegan Paul, 1982)，PP, 52-53.
① Michael W. Apple and Joel Taxel, "Ideology and the Curriculum", in Anthony Hartnett, ed. The Social Sciences in Education(London:Heinemann, 1982).我有目的地把“功能”一词加以划分，放弃了关于功能性概念本身有效性的争论，因为功能经常暗示了一种无止境的再生产过程，这一过程相对来说与缺乏变化的机会形成极大的冲突。有关对教育中的功能主义逻辑的批评，参见Michael W. Apple, ed, Cultural and Economic Reoroduction in Education :Essays on Class. Ideology and the State(Boston and London; Routledge and KeganPaul, 1982).然而，为功能主义分析作辩护的一种精致的观点，见G.A.Cohen, Karl Marx"s Theory of History: A Defense(Princeton; Princeton University Press, 1978).
② See, for example, Randall Collins, The Credential Society(New York:Academic Press, 1979), John Ogbu, Minority Education and Caste(New York; Academic Press 1978), and Manuel Castells, The Economic Crisis, and American Sociaty(Pripcetons Princeton.Oniveraity Press, 1980).
③ Pierre Bourdieu and Jean Claude Passeron, Repraducition in Education Society and Culture(London; Sage, 1977)and Basil Bernstein, Class Codes and Control Volime 3 (Boston and Londong. Rou-tledge and Kegan Paul, 1977).
④ 这一观点已经得到最系统的证明，参见Samuel Bowles and Herbert Gintis, Scholing in Capitalist America(New York; Basic Books, , 1976)。对此，有研究指出了若干理论上和实证上的不适当之处, 例如，参见Apple, Education and Power and Michael R.Olneck and David, B.Bi1s, What Makes Sammy Run; An Empirical Assessment of the Bowles-Gintis Correspondence Theory, " American J ournal of Education 89(November 1980), 27-91.
⑤ Apple, Education, and Power, Apple, ed.Cultural and Economic Reproduction in Education, esp- ecally Chapter 1, and Stuart Hall, "Rethinking the iBase and Superstructre' Metaphor, " in Jon Bloomfield, ed. Class Hegemonv and Party(London; Lawrence 'and Wishart, 1977), PP.43-72.
⑥ John Meyer, "The Effects of Education as an Institution, ”American J ournal of Sociology 83 (July 1977), 55-77.
⑦ Vicente Navarro, Medicine Under Capitalism (New York; Neale Watson, 1976), p. 91. See also James O'Connor, The Fiscal Crisis of the State(New York; St, Martin's Press, 1973).
① Manuel Castells, The Economic Crisis and American Societv, especially Chapters 3-5 and Joshua Cohen and Joel Rogers, On Democracy(New York: Penguin Books, 1983).
② C.B.Macpherson, #Do We Need a Theory of the State?" in Roger Dale, et al., eds. Education and the State I ol!sHre One(Sussex; Falmer Press, 1981)，p.65.
③ 这部分引用了Walter Feinbery的观点。See also David Noble, America by Design(New York; Knopf, 1977)，Apple, Ideology and Curriculum, and Apple, Education and Power, Chapter 2.
④ Apple, Ideolopy and Curriculum.
① See, for example, Paul Willis, Learning to Labour (Westrmead, England: Saxon House, 1977), Robert Everhart, Reading, Writing and Resistante(New York and London; Routledge and Kegan Paul, 1983), and Linda Valli, Becoming Clerical: Workers(New York and London; Routledge and Kegan Paul, 1986).
② Apple, Education and Power.
③ See Micbael W. Apple, Teachers and Texts, A Political Economy of Class and Gender Relations in Education(New York. Routledge and Kegan Paul, 1986).
① Roger Dale，"Education and the Capitalist State, " in Apple, ed. Cultural and Ecoromic Reproduc- tion in Education, p.137.
② Raymond Williams, "Base and Superstructure in Marxist Cultural Theory, "in Roger Dale, et al, eds.Schooling and Capitalism (Boston and London; Routledge and Kegan Paul, 1976), P. 205. See als0, Apple，Ideology and Curriculum
③ See Basil Bernstein 's discussion of the relationship between class cultures and the uclassification and framing”of educational knowledge in his Class, Codes and Control Volume 3. See, as well, my own discussion of curricular form in Apple, Education and Power, especially chapter 5.
④ Raymond Williams, Marxism and Literature(New York:Oxford University Press, .1977).
⑤ Pierre Bourdieu, Distinction; A Social Critique of the Judgement of Taste(Cambridge: Harvard University Press, )884)，p.7.
① Pierre Bourdieu, Distinction: A Social Criltique of the Judgement of Taste, p.23.
②③④ Ibid, pp.23-26, 5-6, 2.
⑤⑥See Bruce Fuller, Growing Up Modern(New York: Routledge, 1991).
① 我不愿把南朝鲜先前所有在的称力能谐，因为大量的和谐基于该国把它的“解决方法”强加在人们头上的权力。
① Bernstein, Class Codes and Control Volume 3, especially chapter 8.
① Apple, Education and Power.我不是脂示仅仅通过使用教育系统中的这些技术/行政知识，这些阶级分子就能取得地位、身份和向上流动。教育系统只是政府、社会服务职业以及经济中的许多场所中的一个，这种知识是作为能够提供上述利益的一种文化资木的形式起作用的。
① Daniel Liston, Capitalist Schools?(New York; Routledge and Kegan Paul, 1989)。
② 威斯康辛大学Seehwa Cho正在撰写的有关南朝鲜的性别、劳动及教学的博士论文，将为我们理解这些关系提供一个主要的推进。
③ Fred Inglis, The Management of Ignorance; A Political T heory of the (Crriculum (London, 1985).
计量
- 文章访问数: 130
- HTML全文浏览量: 178
- PDF下载量: 2
- 被引次数: 0
出版历程

摘要

注释:

1) *本文系作者于1990年1月应本月专约面作，题目的原文为: State Power and the Polities of Official Know-ledge, —编者

2) ① Hirsh, E.D., Cultural Literacy(New York:Houghton Mifflin, 1986).

3) ② 这项工作恰好为G·惠蒂总结过。Geoff Whitty, Sociology and School Knowledge (New York: Methuen, 1985). See also, Geoff Whitty "Curriculum Research and Curricular Politics, " British Journal of Sociology of Education 8(number 2, 1987), pp.109-117.

4) ③ Apple, Michael W., Ideology and Curriculum (Boston and London; Routledge and Kegan Paul; 1979; Second edition, 1990).

5) ① 需要理解冲突和联盟过程，进一步的讨论可参见John Clarke and Chas Critcher, The Devil Makes Work:Leisure in Capitalist Britain(Urbana; University of Illinois Press, 1985)，pp.48-49. See also Michael W. Apple, Education and Power(Boston and London; Routledge and Kegan Paul, 1982; revised RAK edition 1985).

6) ② David Hogan, "Education and Class Formation; The Peculiarities of the Americans", in Michael W.Apple, ed. Cultural and Economic Re production in Education; Essays on Class. Ideology and the State(Boston and London:Routledge and Kegan Paul, 1982)，PP, 52-53.

7) ① Michael W. Apple and Joel Taxel, "Ideology and the Curriculum", in Anthony Hartnett, ed. The Social Sciences in Education(London:Heinemann, 1982).我有目的地把“功能”一词加以划分，放弃了关于功能性概念本身有效性的争论，因为功能经常暗示了一种无止境的再生产过程，这一过程相对来说与缺乏变化的机会形成极大的冲突。有关对教育中的功能主义逻辑的批评，参见Michael W. Apple, ed, Cultural and Economic Reoroduction in Education :Essays on Class. Ideology and the State(Boston and London; Routledge and KeganPaul, 1982).然而，为功能主义分析作辩护的一种精致的观点，见G.A.Cohen, Karl Marx"s Theory of History: A Defense(Princeton; Princeton University Press, 1978).

8) ② See, for example, Randall Collins, The Credential Society(New York:Academic Press, 1979), John Ogbu, Minority Education and Caste(New York; Academic Press 1978), and Manuel Castells, The Economic Crisis, and American Sociaty(Pripcetons Princeton.Oniveraity Press, 1980).

9) ③ Pierre Bourdieu and Jean Claude Passeron, Repraducition in Education Society and Culture(London; Sage, 1977)and Basil Bernstein, Class Codes and Control Volime 3 (Boston and Londong. Rou-tledge and Kegan Paul, 1977).

10) ④ 这一观点已经得到最系统的证明，参见Samuel Bowles and Herbert Gintis, Scholing in Capitalist America(New York; Basic Books, , 1976)。对此，有研究指出了若干理论上和实证上的不适当之处, 例如，参见Apple, Education and Power and Michael R.Olneck and David, B.Bi1s, What Makes Sammy Run; An Empirical Assessment of the Bowles-Gintis Correspondence Theory, " American J ournal of Education 89(November 1980), 27-91.

11) ⑤ Apple, Education, and Power, Apple, ed.Cultural and Economic Reproduction in Education, esp- ecally Chapter 1, and Stuart Hall, "Rethinking the iBase and Superstructre' Metaphor, " in Jon Bloomfield, ed. Class Hegemonv and Party(London; Lawrence 'and Wishart, 1977), PP.43-72.

12) ⑥ John Meyer, "The Effects of Education as an Institution, ”American J ournal of Sociology 83 (July 1977), 55-77.

13) ⑦ Vicente Navarro, Medicine Under Capitalism (New York; Neale Watson, 1976), p. 91. See also James O'Connor, The Fiscal Crisis of the State(New York; St, Martin's Press, 1973).

14) ① Manuel Castells, The Economic Crisis and American Societv, especially Chapters 3-5 and Joshua Cohen and Joel Rogers, On Democracy(New York: Penguin Books, 1983).

15) ② C.B.Macpherson, #Do We Need a Theory of the State?" in Roger Dale, et al., eds. Education and the State I ol!sHre One(Sussex; Falmer Press, 1981)，p.65.

16) ③ 这部分引用了Walter Feinbery的观点。See also David Noble, America by Design(New York; Knopf, 1977)，Apple, Ideology and Curriculum, and Apple, Education and Power, Chapter 2.

17) ④ Apple, Ideolopy and Curriculum.

18) ① See, for example, Paul Willis, Learning to Labour (Westrmead, England: Saxon House, 1977), Robert Everhart, Reading, Writing and Resistante(New York and London; Routledge and Kegan Paul, 1983), and Linda Valli, Becoming Clerical: Workers(New York and London; Routledge and Kegan Paul, 1986).

19) ② Apple, Education and Power.

20) ③ See Micbael W. Apple, Teachers and Texts, A Political Economy of Class and Gender Relations in Education(New York. Routledge and Kegan Paul, 1986).

21) ① Roger Dale，"Education and the Capitalist State, " in Apple, ed. Cultural and Ecoromic Reproduc- tion in Education, p.137.

22) ② Raymond Williams, "Base and Superstructure in Marxist Cultural Theory, "in Roger Dale, et al, eds.Schooling and Capitalism (Boston and London; Routledge and Kegan Paul, 1976), P. 205. See als0, Apple，Ideology and Curriculum

23) ③ See Basil Bernstein 's discussion of the relationship between class cultures and the uclassification and framing”of educational knowledge in his Class, Codes and Control Volume 3. See, as well, my own discussion of curricular form in Apple, Education and Power, especially chapter 5.

24) ④ Raymond Williams, Marxism and Literature(New York:Oxford University Press, .1977).

25) ⑤ Pierre Bourdieu, Distinction; A Social Critique of the Judgement of Taste(Cambridge: Harvard University Press, )884)，p.7.

26) ① Pierre Bourdieu, Distinction: A Social Criltique of the Judgement of Taste, p.23.

27) ②③④ Ibid, pp.23-26, 5-6, 2.

28) ⑤⑥See Bruce Fuller, Growing Up Modern(New York: Routledge, 1991).

29) ① 我不愿把南朝鲜先前所有在的称力能谐，因为大量的和谐基于该国把它的“解决方法”强加在人们头上的权力。

30) ① Bernstein, Class Codes and Control Volume 3, especially chapter 8.

31) ① Apple, Education and Power.我不是脂示仅仅通过使用教育系统中的这些技术/行政知识，这些阶级分子就能取得地位、身份和向上流动。教育系统只是政府、社会服务职业以及经济中的许多场所中的一个，这种知识是作为能够提供上述利益的一种文化资木的形式起作用的。

32) ① Daniel Liston, Capitalist Schools?(New York; Routledge and Kegan Paul, 1989)。

33) ② 威斯康辛大学Seehwa Cho正在撰写的有关南朝鲜的性别、劳动及教学的博士论文，将为我们理解这些关系提供一个主要的推进。

34) ③ Fred Inglis, The Management of Ignorance; A Political T heory of the (Crriculum (London, 1985).