公立学校的结构松散问题

The Structural Looseness in Public Schools

公立学校一直致力于在自己内部强化某种纪律结构，有的国家还试图将公立学校共同体改造成更大的功能协同体的一部分，以进一步提升公立学校的社会整合功能。然而，公立学校这一想象中的功能协同体，自一开始就面临制度结构与技术结构的分离与冲突。当然，不少学者认为，不应将松散结合与某种价值偏向关联起来。为此，他们把“松散结合”宽泛界定为权力的分散性、因果关联的间接性、干预行为与规则的不可见性、反应的延时性以及要素之间的可相互替代性。松散“结合”就这样被等同成了松散“控制”，从而为对“松散结合”的辩护留下了伏笔。这样宽泛界定的“松散结合”概念可以意指并模糊几种不同的松散结合状态。如果我们把“松散结合”区分为结构之间的冲突、分离与自主协同，我们将能真正认清公立学校组织中所存在着的那种松散结构的缺陷。

The public school has always committed itself to strengthen some kind of discipline structure within itself, and to further upgrade the social integrating function of public school; some countries even try to make the public school to be a part of a bigger functional entity. However, the public school, as an imagined functional entity, has been confronting the separation of and conflicts between institutional structure and technological structure since the very beginning. A few scholars believe that it is not proper to relate the structural looseness with any kind of value judgment. They, therefore, define “loose coupling” broadly as the decentralization of power, the actual causal independence, the invisibility of intervening behaviors or rules, the delaying of response, and the substitution among elements. In this way, loose “coupling” is equated with loose “controlling”, leaving a hint for their defense of the “loose coupling”. Such a broad definition of “loose coupling” can refer to and blur several kinds of loose coupling. To understand “loose coupling” as the conflict, separation and autonomous collaboration among structures will help us to recognize the flaw of loose structure within public school organizations.