Basil Bernstein的教育論述及其實踐——教育機制的分析

Pedagogic Discourse and Practices: The Study of Basil Bernstein’s Pedagogic Device

本文旨在探究Basil Bernstein的教育機制，教育論述與教育實踐等相關概念及其運用。本文透過分類與架構規則所產生的聲音與訊息概念，解讀Bernstein的教育溝通與文化再製等理論的教育溝通之差別，藉以指出教育機制的核心議題。同時，本文將教育論述區分為結構與再脈絡化建構，藉以說明它與教育實踐和教育機制之間的關係。教育論述結構在於說明教育實踐的溝通形式特徵，以建立一個可以解讀包含文化再製相關理論在內的溝通形式特徵，並且能運用於家庭和學校等所有文化再製機構。基本上，教育論述結構有表現模式和能力模式兩種模式及其相關次要類型。教育論述的再脈絡化建構在於說明，教育機制是一個競技場所的社會空間。教育機制是由知識生產場域、再脈絡化場域和再製場域等三個場域組合，不同社會行動者在此相互競爭。在知識生產場域，不同團體試圖將其知識成為可思性知識；在再脈絡化場域，不同團體在於將可思性知識轉換成為教育論述，建構一個合法性的教育實踐；在再製場域，不同團體競爭對於合法性教育實踐所體現的教育符碼類型的辨識與實現，以利文化再製的進行。本文最後以進步主義兒童本位教育為例，說明教育機制這三個場域的關係和競爭性運作。本文認為，按照Bernstein的教育機制來看，台灣教育變革亦是從表現模式走向能力模式的變革，訴求兒童主體、原住民、多元性別和新住民等弱勢團體的增能賦權。本文認為，台灣在知識生產場域、再脈絡化場域和再製場域之間的持續性、競爭和變遷等問題值得深入探究。

This article aims to explore Basil Bernstein’s theory of the pedagogic device and its related concepts of pedagogic discourse and pedagogic practices. Pedagogic discourse is the rules that construct the intrinsic features of forms of communication within pedagogic practice. Through pedagogic discourse, which contains a performance model and a competence model, a complete theory of pedagogic practice is created that can be used to analyze the intrinsic characteristics of various pedagogic practices, such as cultural reproduction, transformation theory and traditional education, knowledge orientation and market orientation. The pedagogic device theory integrates pedagogic code theory and employs the concept of a social space field, regarding the pedagogic device as a competitive field. The recontextualization of pedagogic discourse turns into a kind of resource, and different social actors try to gain control of this recontextualization, in order to institutionalize legitimated forms of pedagogic practice. Pedagogic discourse is a social fact that combines power and discourse. Finally, this paper uses progressive child-based pedagogic practice as an example to illustrate the application of pedagogic device theory. This paper believes that, from the perspective of pedagogic discourse, Taiwan’s education reform is also a change in the competence mode. It appeals to the empowerment of vulnerable groups such as children, aboriginals, multiple genders, physically and mentally disabled, and new residents. This paper believes that in the pedagogic discourse of Taiwan’s official recontextualization field, the sustainability, competitiveness, and changes of the pedagogic practices of the competence model and performance model are worthy of in-depth analysis.