Pedagogy, Symbolic Control and Identity (Critical Perspectives Series 2024 pdf epub mobi 电子书

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巴兹尔•伯恩斯坦（Basil Bernstein，1924—2000）英国著名教育社会学家，伦敦大学教育社会学荣誉退休教授。终生致力于研究政治经济学、家庭、家庭与学校教育之间的相互关系，其研究影响了整整一代教育社会学家。一生获得众多荣誉博士学位和奖项，美国社会学协会教育社会学分会在2001年8月为其颁发威拉德•沃勒（Willard Waller）奖，表彰其终身成就与贡献。

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发表于2024-11-23

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出版者:Rowman & Littlefield

作者:Basil Bernstein

出品人:

页数:256

译者:

出版时间:2000-5-1

价格:GBP 70.00

装帧:Hardcover

isbn号码:9780847695751

丛书系列:

图书标签: 教育社会学社会学社教育教 sociology education Identity

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This book, the fifth in the series developing BernsteinOs code theory, presents a lucid account of the most recent developments of this code theory and, importantly, shows the close relation between this development and the empirical research to which the theory has given rise. Pedagogy, Symbolic Control and Identity addresses the central issue of BernsteinOs research project: are there any general principles underlying the transformation of knowledge into pedagogic communication? In BernsteinOs view, we have studied only pedagogic messages and their institutional and ideological base. We have not studied the nature of the relay which makes messages possible. The discussion of this research forms part II of this book, where Bernstein makes explicit the methodology of the research and, in particular, the crucial significance of languages of description. This new edition of Bernstein's classic book is updated with three new chapters: on discourse, on official knowledge and identities, and a wide ranging interview with Joseph Solomon. The new edition, published as Volume Five in his Class, Codes, and Control Series, builds on the continuing tradition of Bernstein's highly influential work on class, education, language, and society.

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感觉自己只读懂了三分之一左右，但我心中的伯恩斯坦和人们一般意义上聊起的那个“符号解码”未必完全等价。符号解码的背后，既是思维方式的分化，也是权力结构的分化。中产阶级孩子的思维跨层能力远强于劳工背景的孩子，这样才能在权力关系中居于上风。

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要真正理解Michael Young，就必须读Basil Bernstein，后者是前者的亲老师，更是影响了英国整整一代教育社会学家。Bernstein最关心的问题就是教育知识的分类与架构问题，即探索一个社会是如何选择、分类、分配、传递和评价它认为具有公共性的知识，而这背后其实反映了不同权力的分配和社会控制的原则。而在教育知识编码的类型划分上，Bernstein进一步区分了所谓的集合编码（Collection Codes）和整合编码（Integrated Codes），前者是指不同课程知识之间的边界是清晰和独立的，后者则是指这种知识边界是模糊和开放的。而在不同的知识编码中，学科知识的分类、课程形式的架构、师生关系的建构等都会出现显著差异。

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