美国学校教育反思：世界主义和社会排斥的视角

Reflection on American Schooling： A Perspective from Cosmopolitanisms and Social Exclusion

长期以来，在美国学校教育中高扬的[世界主义]（cosmopolitanism）原则，即超越传统民族国家忠诚归属界限，带有普世价值的全球公民意识，被认为是推动社会和个人进步的重要思想，进入学校课程系统，贯穿于教学实践的各个环节。理性与合理性精神、时间概念的转变和进步主义思想的推动，使得世界主义在美国公立学校教育中长久不衰。它以改造儿童的方式推动社会变革，对人文学科，特别是教育学、心理学产生了深刻影响；同时，世界主义又是一个主张包容、却推行社会排斥的系统，主要体现在：它通过问题解决、赋权原则、自由解放、言论开放和选择权利等手段，引导儿童的成长；但又对学校教育中的学生进行分类，以换喻、分类等方式，塑造不同类型的学生。终身学习概念的提倡和为了＜一切儿童＞的口号，都反映了其中蕴含的比较思维方式在追求平等同时，又在制造新的不平等，造成抑斥的状态。体现了世界主义原则通过创塑儿童来改造社会的双重特征。

Cosmopolitanism， as the principle as world global citizen whose allegiance transcends the nation to express universal values of humanity at mass schooling in US， had been regarded as the vital thinking to produce both social and individual progress and work their ways into the curriculum and practices of pedagogy. The spirit of reason and rationality， changes in the conception of time and the ideas of progress deeply influenced the human sciences， particularly on education and psychology which embodied on the making society through remarking the child. Meanwhile， as a system of inclusion and exclusion， the cosmopolitanism fabricated human kinds and changed through problem-solving， empowerment， emancipation， freedom， and liberty， as well as the ways of fabricating the human kinds， such as metonym and classifications of youth. The advocation of lifelong learner and for [all children] mirrors the comparative style of though in the cosmopolitanism is making into equality and reinscribing the inequality in the process of abjection. It reflects that the principles of cosmopolitanism about planning society by making children and as embodying double gestures.