论教育语境中的承认和权力

德国教育哲学近期出现了一些思潮,以法兰克福学派哲学家霍耐特所提出的承认理论和法国哲学家福柯提出的权力理论为指导论述教育学问题。本文试图针对这样的思潮重新论述教育语境中的承认和权力问题。文章第一部分回顾了当代教育哲学中被遗忘的强调教育自身逻辑的欧洲教育学传统,并提出,论述教育中的权力和承认问题不能脱离教育自身逻辑。第二部分批判了霍耐特的抽象哲学的承认理论,认为他的承认概念使人们难以认识到,教育的承认是需要将下一代引入对承认问题的讨论的。第三部分则对教育哲学中对权力的讨论作出了类似的批判,认为这些观点将权力的形态强加于教育,而没有区分教育过程中正当的和非正当的权力形式。文章第四部分尝试将经典教育学的批判传统与当前教育哲学中的承认理论和权力理论结合起来,并在教育行动的三种形式上进行了论述。

On Recognition and Power in Educational Context

There have been recently some thoughts of German education philosophy which take the Frankfurt school philosopher Honneth’s recognition theory and the French philosopher Foucault’s power theory as the guide to elucidate pedagogical problems.This paper attempts to rediscuss the issue of recognition and power in the educational context.The first part of the article reviews the forgotten European pedagogical tradition which emphasizes the own logic of education and advocates that the discussion of power and recognition in education cannot be divorced from the logic of education itself.The second part criticizes Honneth’s abstract-philosophical recognition concept and points out that his concept of recognition makes difficult to recognize that recognition in education needs to bring the next generation into the discussion of the issue of recognition.The third part makes a similar criticism of the discussion of power in educational philosophy and clarifies that these views impose forms of power on education and do not distinguish between legitimate and illegitimate forms of power in the educational process.The fourth part tries to combine the critical tradition of classical pedagogy with the theory of recognition and the theory of power in the current educational philosophy and discuss them in three forms of educational action.