现代化进程中的英国公民教育研究

发布时间：2018-01-04 17:39

本文关键词：现代化进程中的英国公民教育研究　出处：《东北师范大学》2008年博士论文　论文类型：学位论文

【摘要】： 公民教育是与现代国家相伴相生的。二者之间的这种关系似乎是无可非议的。然而,在英国现代化进程中,现代国家与公民教育之间的关系却成为了英国人长期犹疑的难题。实际上,英国遇到的问题对于每一个尚未实施正规公民教育或者是已经拥有成熟公民教育体系的国家来说,都是值得深思的。公民教育与现代国家之间的关系是否具有客观必然性?如果答案是肯定的(正如其他早发现代国家的公民教育所表现的那样),那么,二者之间又是基于什么因素产生的关联?产生了怎样一种关联?这也正是本论文的切入点。第一章确立英国公民教育的分析框架。首先,明确国家建构这一研究视角,并将现代化进程中的国家建构解析为民族国家建构与民主国家建构两个维度;其次,阐释现代化进程中的公民与公民教育内涵。最后,阐释现代化对公民教育的需求,明晰公民教育的两个功能及其主要途径。由此,将现代国家建构理论与公民教育理论整合为一个分析框架。第二章至第五章划分出英国公民教育历程的四个历史时期——第一,现代国家崛起与公民教育溯源;第二,帝国主义国家时期的公民教育;第三,战后初期国家调整阶段的公民教育;第四,世纪之交的公民教育。文艺复兴的推动,宗教改革、重商主义传统的积淀,以及强有力的君主制催生了第一个现代民族国家——英国。18世纪末期,工业革命使英国蜕变成为当时世界上的超级大国。经过内战与光荣革命时期王权与贵族权力的冲突与融合,又经工业革命时期贵族寡头制向民主制的过渡,现代民主制度终得以诞生。在霍布斯、洛克等思想家推动下,自由主义逐渐成为西方主流政治思想。这些思想家的理论从不同角度阐释了现代国家建构理念,并表达出对现代国家公民的期望。现代化初期,英国公民教育主要表现为培养顺民的宗教教育与慈善教育,以及侧重公民法律与权利的大学精英教育。工业革命时期,精英教育转而成为一种重要的整合力量;新兴资产阶级与工人阶级所倡导的公民教育成为推动民主化的新力量。 19世纪末20世纪初,英国进入帝国主义时期。国家内部的民主化力量依然保持着工业革命后期的惯性。伴随国民教育体系的确立、新教育运动的兴起,民主教育曾盛极一时;国家官方开始意识到公民教育的重要性,但仍固守谨慎态度;非官方公民教育团体的理论与实践,发挥了很大的推动作用。然而,英国公民教育很快走上了帝国主义极端整合的道路。历史、地理教学被用来强化学生对大英帝国的认同;致力于培养帝国公共精神的品格教育得以产生。此外,这一时期还创立了一种新的公民教育形式——童子军运动。第二次世界大战后,全民普选的实现、选民年龄的降低以及国家福利制度的建立使民主权利进一步扩大;国际形势的骤然转变迫使大英帝国走上复归欧洲的艰难历程;多元文化冲突更使得国家整合的任务长久而艰巨。国家建构的调整导致英国公民教育继续处于迷茫与探寻的状态之中。尽管公民教育被明确提上议事日程,但政府对于公民教育的态度依然非常模糊。政治学协会等公民教育团体却发挥出较大影响。1988年,新保守主义政府提出“积极公民资格”,此后,公民教育的地位逐渐提升。 20世纪末,英国遭遇公民政治冷漠现象,而且仍要面对多元社会整合的老问题;全球化也使得英国受到巨大冲击。新工党政府也倡导“积极公民资格”。与新保守主义政府不同的是,新工党表达出一种维系民主制度、整合民族国家的国家建构理念。相应地,英国公民教育确立了培养积极公民的目标,并通过学校教育与社区参与相结合的途径来实施。国家课程从小学开始培养民主政治素养,培养公民责任感与参与能力;通过倡导多元社群认同,旨在达成多元文化社会整合。尽管遭致各方批判,但英国政府积极开展调查研究,努力协调各方因素,表现出开展公民教育的坚定信心。透过国家建构的视角,现代国家与公民教育之间的关系表现得更为明朗化——现代国家与公民教育之间必须具有明确的公民资格作为二者的介质,否则公民教育就会缺乏明确的目标,缺乏来自国家的强大支持;现代国家诉诸于公民教育进行社会整合时具有绝对优势;现代国家在通过公民教育推行民主化具有相对优势。
[Abstract]:Civic education is accompanied with modern countries. The relationship between the two seems to be without rebuke. However, in the process of modernization, the relationship between the modern state and civil education is a problem of the British long hesitation. In fact, the problem has not yet been implemented for each formal education or citizens has a mature civic education system of the country, is worth pondering. Whether the relationship between civic education and the modern state is inevitable? If the answer is yes (civic education as other early modern countries have done), then, between the two is associated with what factors based on? How to generate a link? This is the starting point of this paper.
The first chapter analyzes the framework of British civic education. First of all, clear the perspective of national construction, and the construction of state analysis in the process of modernization as a nation state building and democratic state building two dimensions; secondly, citizen and citizen to explain the process of modernization of education connotation. Finally, explain the requirements of modernization for citizenship education two, a clear function of civic education and its main ways. Thus, the theory of modern state construction and citizen education theory into an analytical framework.
The second chapter to the fifth chapter is divided into the history of British civic education four historical periods: first, the rise of modern state and citizen education history; second, civic education during the period of the imperialist countries; third, the early postwar National Civic Education adjustment stage; fourth, civic education at the turn of the century.
To promote the Renaissance, the reformation, the traditional mercantilist accumulation, and a strong monarchy gave birth to the first modern nation - the British.18 century, the industrial revolution made Britain become the world's superpower. After the conflict and fusion of kingship and the power of the nobles and the civil war and the glorious revolution, and the transition from the industrial revolution aristocratic oligarchy to democracy, the modern democratic system formed. In Hobbes, Rock and other thinkers to promote, liberalism has gradually become the mainstream of Western political thoughts. These theories from different perspectives to explain the ideas of modern nation building, and to express to the modern citizen expectations. At the initial stage of modernization, mainly British citizenship education for religious education and charity education subjects, and focuses on the legal rights of citizens and the University of elite education. The industrial revolution In the period of life, elite education has become an important integration force, and the civic education advocated by the new bourgeoisie and the working class has become a new force to promote democratization.
At the end of nineteenth Century and early twentieth Century, Britain entered the imperialist period. The power of democratization within the nation still maintains the late industrial revolution inertia. With the establishment of the national education system, the rise of the new education movement, democratic education was once very popular; government officials began to realize the importance of civic education, but still cling to the cautious attitude and theory; the practice of non official civic education groups, play a great role in promoting. However, the British citizenship education very quickly on the road. The imperialist extreme integration of history, geography teaching is used to strengthen the students' identity of the British Empire; character education aims to cultivate the public spirit of the Empire to be produced. In addition, this period also founded a new form of citizenship education, the Scout Movement.
After the Second World War, to achieve universal suffrage, the establishment of the lowering of the voting age and national welfare system to further expand the democratic rights; the sudden transformation in international situation forced the British Empire embarked on the difficult course of returning to Europe; cultural conflict makes the national integration task. The construction of the long and arduous adjustment led to a British citizen education to a confused and groping state. Although the citizen education is clearly put on the schedule, but the government for civic education attitude is still very vague. Political Science Association and other civic education groups but play a greater effect of.1988 years, the new Conservative government put forward the "active citizenship", since then, gradually improve the status of citizenship education.
At the end of twentieth Century, the British suffered political indifference, but still face the old problem of multivariate social integration; globalization also makes the huge impact. The New Labour government advocated "active citizenship". Different from the new Conservative government, new labour expresses a kind of maintaining the democratic system, the integration of nation state the theory of constructivism. Accordingly, the British citizenship education has established training active citizens, ways and through the combination of school education and community participation in the implementation of the national curriculum. To cultivate democratic political literacy from the primary school, cultivate civic responsibility and participation ability; through advocating multiple community identification, aimed at reaching a multicultural social integration. Despite being the parties to criticism, but the British government to actively carry out research, efforts to coordinate all the factors, showing a firm confidence in the development of citizenship education.
From the perspective of nation building, the relationship between the modern state and civic education becomes more and more clear between the modern state and civil education must have clear citizenship as the two medium, otherwise citizenship education will be the lack of clear objectives, the lack of strong support from the country; modern countries resort to social integration in citizens education has the absolute advantage; in modern countries have a comparative advantage through the implementation of citizenship education democratization.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G556.1

【引证文献】