全球化进程中美国学校教育的意识形态问题研究

发布时间：2018-05-15 03:44

  本文选题：全球化 + 美国学校教育　； 参考：《南京师范大学》2014年博士论文

【摘要】：全球化就其本质而言,虽然发端于经济活动,但它更具有影响力的是对世界政治、文化和意识形态的扩散、传播功能。因此,全球化对世界各国而言决不是一种价值中立的理论和发展趋势。各国经济在经历着深刻变化的同时,也都注视着意识形态领域的发展,尤其近年来通过加强意识形态教育进行的社会控制逐渐得到世界各国的重视,成为教育理论和实践研究者日益关注的课题。 本文采用比较法、文献法与个案研究方法,在对美国学校教育中的意识形态研究的理论与实践意义的基础上,以全球化以来美国学校教育意识形态的历史传承、争论焦点、教育实践、问题与实质为线索,期望能够从中揭示出在新的时代挑战面前,美国学校意识形态教育的应对策略,尝试分析意识形态教育的共性和个性关系,并对中国意识形态教育的借鉴意义。 美国一直处于世界发展的最前沿。在全球化时代,美国社会发展依然独领风骚。其成功的经验是世界各国竞相学习的榜样。虽然美国没有狭义上所谓的“意识形态教育”课程,但无论从美国教育的发展历史、学校教育、社会文化等方面都显示出其独特的意识形态影响。美国教育中客观存在着广义的意识形态教育,这是不争的事实。本研究中的“意识形态”既是作为一种“教育方法”、“教育手段”,其本身也是教育的内容。本研究中的“意识形态教育”是指广泛存在于美国教育中的社会文化观念的教育,涉及思想观念、价值观念、道德观念、文化观念、政治观念等不同方面的学校教育。 从美国意识形态教育的历史传承看,美国一直贯穿着对“美国精神”的传承,历经宗教教育、道德教育、公民教育及三者的有机融合,学校教育对“美国梦”的追求与公民教育一脉相承,公立学校运动中加强了世俗教育,平等的教育理念逐渐被人们所接受,但作为教育“机会”的平等和教育“结果”的平等之间总存在一条不可逾越的鸿沟。美国社会的“白人至上论”和“例外论”引发了持续的种族问题,与“民主”意识形态背道而驰。在进步主义运动中,联邦政府加大了对教育的投入力度,赋予更多人更多的机会进入公立学校,美国成为世界头号大国,“美国精神”也借助于全球化浪潮得以散布与传播。 从美国教育中的意识形态的争论焦点看,全球化以来,美国的教育改革中充斥着对教育质量的关注,因此带来了对教育产出“量化”的意识形态争论；学校教育政策制定中一直存在着民主党和共和党的不同教育立场,对教育目的的“私人”和“公共”性质的争论；教育理念中的“进步主义”和“保守主义”的意识形态争论；“工业社会”和“知识社会”对人才培养模式的意识形态争论,以及后现代主义、新自由主义和第三条道路主义对学校教育的影响和争论。 从美国学校意识形态教育实践看,美国联邦政府逐渐获得了教育控制权,在资金和课程上都加大管理力度；美国教师的意识形态具有“一致性”和“差异性’的特点,教师特定的政治文化倾向以及教师观点的政治立场和教师培养过程中的“新”意识形态元素都对美国的意识形态教育产生了一定的社会影响；在学校意识形态教育实践上,有促进学生“民主意识”的教育哲学,开发基于教室空间的意识形态教育模式,培养学生具有“客观”精神的意识形态教育立场,培育学生政治“参与效能”的意识形态教育目的。最后,家庭、社区和宗教对学生的意识形态教育都产生重要影响。 从意识形态教育的问题与实质上看,美国地方的教育管理权在学校“整合”和“择校”运动中逐渐失去控制力；从意识形态教育的结果看,美国教育中的“机会平等”并没有实现,学校的民主理念在面对多元文化的冲击时也无能为力,高等教育的“产业化”意识形态也面临着两难困境,在追求“利益最大化”与实现“公共善”之间存在着根本冲突。但无论怎样,为了国家利益,美国人矢志不渝地推行本国的意识形态教育,在全球化浪潮中,积极推行“文化霸权”。 在此基础上,本文认为,美国不仅存在意识形态教育,而且其教育手段和方法要更加隐蔽,美国学生更是在潜移默化中接受了美国的主流意识形态。美国本身就是一个多重矛盾的复合体,粘合美国社会种种矛盾的正是以“美国精神”为代表的主流意识形态；另外,意识形态教育具有传播社会主流价值观、增强社会认知一致性的功能。无论社会制度如何,各国政府都会或明或暗地加强本国的意识形态教育。虽然中美社会制度、价值观念、文化传统等方面差异巨大,但作为全球化社会中的共同参与者和推动者,客观、全面地考察美国的意识形态教育,能够作为“他山之石”。中国作为社会主义国家,在意识形态教育的进程中也出现过波折,对于学校的意识形态教育也存在诸多问题,面临全球化时代价值多元化的挑战。因此,一方面我们需要借鉴美国的意识形态教育中的好的做法,把握教育的“隐性”与“显性”方法相结合,培养学生的民主协商精神,积极探索意识形态教育的多元化实践路径；另一方面也要坚定马克思主义的指导思想地位,做到既“放眼全球”又“立场坚定”。
[Abstract]:Globalization is in its essence , although it is economic activity , it has more influence on the spread and spread of world politics , culture and ideology . Therefore , globalization is in no way a value - neutral theory and development trend for all countries of the world .

Based on comparative method , literature method and case study method , based on the theoretical and practical significance of ideological research in American school education , this paper tries to reveal the policy of ideological education in American schools in the face of the challenge of the new era , to try to analyze the commonness and personality relation of ideological education , and to draw lessons from China ' s ideological education .

The United States has been at the forefront of the world ' s development . In the age of globalization , the American social development is still exclusive . The successful experience is the example of the world ' s competitive learning . Although the United States has no narrow sense of the so - called " ideological education " course , the " ideology " in the study refers to the education of the social and cultural idea which exists widely in American education , and involves the school education in different aspects such as ideas , values , moral values , cultural concepts and political ideas .

From the history of ideological education in the United States , the United States has been through the inheritance of the spirit of the United States , through religious education , moral education , civic education and the organic integration of the three . In the campaign of progressivism , the federal government has strengthened secular education , and the equal educational concept has gradually been accepted . In the movement of progressivism , the federal government has increased its input to education and has given more opportunities to public schools . The United States has become the world ' s largest country , and the spirit of the United States is spread and disseminated by means of the tide of globalization .

From the point of contention of ideology in American education , since globalization , American educational reform is full of attention to the quality of education , which brings about ideological debate about " quantification " of education output ;
The different educational positions of the Democratic Party and the Republican Party , the " private " and " public " nature of the educational purpose have always been debated in the development of the school education policy ;
The ideological debate of " progressivism " and " conservatism " in educational concept ;
" Industrial society " and " knowledge society " ideological debate about talent training mode , as well as the influence and argument of post - modernism , neo - liberalism and third road doctrine on school education .

From the ideological education practice of American schools , the American Federal Government has gradually gained control of education , and has strengthened its management in funds and courses ;
American teachers ' ideology has the characteristics of " consistency " and " difference " , and the special political and cultural tendency of teachers as well as the political positions of teachers ' opinions and the " new " ideology elements in the process of teacher training have a certain social impact on ideological education in the United States ;
In the practice of ideological education in school , there are educational philosophy to promote students ' democratic consciousness ' , develop ideology education model based on classroom space , cultivate students ' ideological education position with objective spirit , cultivate students ' ideological education aim of " participation efficiency " . Finally , family , community and religion have important influence on ideological education of students .

From the perspective of ideological education , the educational administration right in the United States has gradually lost control in school " integration " and " selective school " movement ;
From the result of ideological education , the " equal opportunity " in American education is not realized , the democratic idea of the school is not able to do so when facing the impact of multi - culture , the " industrialization " ideology of higher education faces the fundamental conflict between the pursuit of " maximization of interest " and the realization of " public good " . However , for the sake of national interest , the American people will pursue their own ideological education and actively pursue " cultural hegemony " in the tide of globalization .

On the basis of this , the author holds that the United States not only has ideological education , but also its educational means and methods are more hidden , and American students have accepted the mainstream ideology of the United States in the subtle movement . The United States itself is a multi - contradiction complex , which is the mainstream ideology represented by " American spirit " .
In addition , ideological education has the function of spreading the mainstream values of society and enhancing the consistency of social cognition .
On the other hand , the guiding ideology of Marxism should also be determined , which is both " global " and " standing firm " .

【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G41
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本文编号：1890851