語言的背後：知識與權力的教育省思

(1)

!

ࣴزፕЎ!

!

ᇟقޑङࡕǺޕ᛽ᆶ៾Κޑ௲ػ࣪ࡘ

*

!

ʳ

׆஡ᔕʳ

ᙩࡵՕᖂඒߛઔߒࢬඒ඄ଫԳ֮ዄषᄎઝᖂೃೃ९ʳ گᒚֲཚΚ2010 ڣ 12 ִ 27 ֲΔ൷࠹עֲ࿆ཚΚ2011 ڣ 2 ִ 27 ֲΖ ʽ ʳ ტ᝔ࠟۯೳټᐉ਷Գ༼ࠎᣪ၆ऱଥޏრߠΖ

(2)

ύЎᄔा

ભഏ፿ߢᖂ୮༡௽؍ΰ˪˼˿˿˼˴̀ʳ˗̊˼˺˻̇ʳ˪˻˼̇́˸̌αམ༼נԫጟᨠរΚ፿ߢਢ ԫጟषᄎࠫ৫Ζ૎ഏඒߛषᄎᖂ୮܄஑ཎࡖΰ˕ˁʳ˕˸̅́̆̇˸˼́αޓൕ፿ߢୃᖂ૿ٻ ઎ࠩڇඒߛ᧯ߓխ፿ߢޓ෡ԫᐋऱփොΔהᨃԳଚԱᇞࠩᖂᄐګ༉଺ࠐլ໢໢ ਢᖂ฾ृऱംᠲۖբΔ،ᝫ௫֗ࠩޓᓤᠧऱषᄎ֮֏Εݺଚࠌشऱ፿ߢᣊীΕ ඒઝ஼փ୲ऱᒳૡΞ࿛࿛ڂైΙࠃኔՂΔᖂீඒߛլ໢໢ਢڇႚࢭ֮֏Εႚ඄ वᢝΔᅝ،ڇၞ۩֮֏ႚࢭΕवᢝႚ඄ऱٵழΔ،ՈڇႿທਬጟषᄎ࿨ዌፖष ᄎݮኪΖ១ߢհΔᖂீඒߛ༉ਢԫጟ֮֏٦፹ऱՠࠠΖء֮ൕवᢝፖᦞԺऱຍ ଡߡ৫ࠐ֘৸ᅝזඒߛΔݦඨຘመຍᑌऱ֘৸Δᨃޢԫۯ۔ஃຟ౨ԱᇞչᏖթ ਢጠ៭ऱඒஃΖʳ ʳ ᣂ᝶ဲΚवᢝΕᦞԺΕ፿ߢΕඒߛΕ֮֏٦፹ʳ

(3)

Behind the Language - Educational Reflection on the

Knowledge and Power

Chen-Hui Wang

Professor of Graduate Institute of Education, Providence University

Abstract

United States linguist William Dwight Whitney has made a point of view: language is a social system. United Kingdom educational sociologist B. Bernstein expounds language at a deeper level of implication in the education system from language philosophy views, he makes us understand that academic achievement in original is not just a matter of learning, it also involves more complex social and cultural matters, language types we use, textbook content compiled ... and so on. In fact, the school education is not just passing on culture, transfer knowledge, it also shaping a social structure and social forms. In short, the school education is a tool of culture and system . This article reflects on contemporary education from the dimension of knowledge and power. With this reflection, we hope each teacher will be able to understand what competent teachers are.

(4)

໸Εʳ

ছߢʳ

ڇ༓ڣছΔඒߛຝऱ׌ఽ๗ഏዊޅေᅝழऱ᜔อଢᙇԳ್૎԰ऱ׀ᘣ್ᦊ ରΔ๗ഏዊאษᎤऱψၲ਷ਬωڗณޅေ್ᦊରΔᎅ್૎԰ऱटटޢ֚የՑո ᆠሐᐚΔޢ֚ڇψၲ਷ਬωΔ೓Ֆࠝ᧢ګψѼՖࠝωΖ1_{ຍଡษᇩࠃٙᅝழڇ؀} ᨜ਙएᕕ൓आआཆཆړԫೄ՗ΔՈڂ੡ᎅᇩृءߪਢඒߛ່೏׌ጥᖲᣂऱૹ૞ ଈ९Δࠀ׊ߪ੡Օᖂඒ඄Δᅝழ֧ದඒߛ੺ᄕՕऱᣂࣹΖۖ๗ഏዊࠃٙᙟထ᜔ อՕᙇऱᆵኟۿ׏Ո੡׈ԳࢬᙊݱԱΔྥۖΔߪ੡ඒߛृΔݺଚᎁ੡ຍጟ፿ߢ ᑊԺឆ៲ڇඒߛ᧯ࠫᇙΔኔڇଖ൓ݺଚᎁట֘ઊΖ ๗ഏዊࠃٙᨃݺუࠩԫᒧ࠹ࠩᖂسษᇩ႞୭ऱ۔ஃᐊऱ֮ີΔהਢຍᏖᐊ ऱΚ ፐ୸΢Ӽ௨ӄ੤Ꮲғሸ᠐ፐЎޑਔংǴI ؒԖ᠐Ƕдޑ౳ઓ٩ฅѤೀෞ ᚆǶ؂ԛ᝻ډдޑ౳ઓǴᕴԖ٤ό๤ܺǶдޑਰ㑺όႯǴдޑ١஭ǴததᡣΓ ᝺ளݪ഼Ƕ܈೚നӼӄޑᄊࡋࢂᚆдᇻᗺǶёࢂǴհᅃᆶ۹ౣ΋ۓࢂ୤΋ޑ฼ ౣ༏ǻ੿ૈ೭ሶ଺ሶǻதத௝ႬԾρϣЈޑ΋٤ፄᚇޑགڙǴ؂ԛӧو൴㚊࿶ ၸдيᜐǴջ٬дόЬ୏െךȸ؇ԴৣȹǴᗋࢂ཮ჹ๱д༾ઢǺȸգӳǶȹࡐ ׆ఈǴЎܴᆶᓬ໡Ψૈو߈дǶ! ගᒬдǴӢࣁдޑόୖᆶሸ᠐Ƕፎдઠଆٰਟ᠐Ǵдόޕၰ᠐বǶ֋ນΑ дǴ่݀ᗋࢂ᠐ᒱǴխόΑץຑдό஑ЈǶдပ০ޑ㡃ٗǴమమཱཱǴ࣮ډд ൾ࣎࣎Ӧڣ䊈ǶࡐᇸǴ᠋όډᖂॣǶଓୢдӧᇥϙሶǴдៜߝӦൺॊǴࢂ΋ѡ БقǴ΋ѡಉ၉Ƕ! ԖᗺБκε໶ǴόޕၰӵՖᔈჹǶ೭ኬಉ߫ǵሮᠢޑ΋ѡ၉Ǽ!! ౣ༾ཉ஭ǴцԆύགྷଆȠϞϺ࡛ኬȸᆅȹᏢғȡȐ׵पԴৣጓ᝿ȑ΋ਜ㚊 ޑࡌ᝼Ǻ೭ঁਔڅǴᡣ೭ঁᏢғډᒤϦ࠻ѐϸࡘǶ! 1_{ޕࣲ॑Εᓐි໿Ε᝔֮ဎЯጵٽ໴ᖄΔ} τ๗ഏዊษᇩᒼ್׀ ᝔ᛜᙊᖌΕᣄ૕ٵυΔሉπ۞طழ ໴ρΰሽ՗໴α2008ڣ3ִ17ֲΖ

(5)

ՠΞ܂дᚆ໒௲࠻ࡕόޕ܌ᙫǴ೭ঁೢҺॄᏼόଆǶёࢂǴҺҗдᝩុ΢ ፐόуаೀ౛ǴԾρཀᜤѳǴΨ՟ЯӧځдᏢғय़߻Ԗᓨ೚д೭ঁคᘶՉࣁޑ ༮ᅪǶ! ᙼᓉǴհᓉǴගᒬԾρǶ! ఩఩ޑǴჹ๱ӄ੤ᏢғǴךᇥǺȸԴৣόаࣁ I ٗѡಉ၉ࢂӧጜԴৣǴٗ ࢂдғࢲύޑᚯಞᄍǴךᇡࣁᇥಉ၉ࢂߚதόЎܴǵߚதคᘶޑՉࣁǴI Ѹ໪ ࣁдޑ೭ঁՉࣁၰᄹǴόฅךό཮চፊдޑǶȹࢂցёઢګǻעдٗѡಉ၉౛ ှԋࢂȸวآផȹԶόࢂȸଋ䊈Դৣȹǻёࢂ೭ኬགྷǴ཮ό཮ᡣך׳հᓉ΋ ᗺǻ཮ό཮׳ӳӦᆢ࡭ךӧᏢғय़߻ޑ൧ᝄǻ཮ό཮ᡣ I ӧО਻ၸࡕ৒ܰ٠ ඪܭᇡᒱګǻ! གྷଆȠϞϺ࡛ኬȸᆅȹᏢғȡύٗࢤ၉ΑǺȸӵ݀วғΑᏢғଋ䊈௲ৣޑ ٣௃Ǵ௲ৣ΋ۓाᇡ᛽ډǴӧεӭኧ௃ݩΠǴᏢғޑคᘶՉࣁ٠όࢂଞჹգޑǴ дॺޑँฅᛈวǴࢂҗдॺޑғࢲύࡐӭόё௓ڋޑӢનЇวޑǶբࣁ௲ৣǴ നख़ाޑ൩ࢂߥ࡭հᓉǴߥ࡭ऐЈǶȹ! ྽ฅाᚵᆦдǴߔЗΑдѺ໒ግಞнǴፎд֤ӧ০Տ΢ϸࡘǶϙሶਔংӛ ךၰᄹǴϙሶਔংӆѺ໒ግಞн᠋ᖱǶך྽ฅޕၰд྽ฅό཮ӧፐ୸΢ၰᄹǴ ՠךѸ໪๏д೭ঁᚵᆦǶךाᡣдکӄ੤Ꮲғ೿ޕၰǴ଺ᒱΑ٣௃Ѹ໪ाॄ ೢǴѸ໪ाࣁԾρ଺ᒱޑ٣௃ၰᄹǶӵ݀дଭ΢ၰᄹǴ྽ฅ൩ёаଭ΢ୖᆶډ ፐ୸௲ᏢϐύǶȐ೭ঁȸӵ݀ȹǴࢂႣഢᔈჹᜤឺޑৎߏޑǶȑ! ፐ่״ΑǴᚆ໒௲࠻߻Ǵ೭ኬჹᏢғॺᖱǺȸך࣬ߞ I ࿶ၸΑεъ࿯ፐޑ ਔ໔հᓉǴ΋ۓ཮Ԗ၉ाၟԴৣҬࢬǶ౜ӧǴIǴፎգǴၟךډᒤϦ࠻ٰǶȹ! дۼۼᒿՉǶ! ډΑᒤϦ࠻ǴখѯԖϣጕႝ၉ៜଆǶӃௗႝ၉ǺȸாӳǼϤԃભᒤϦ࠻Ƕ ாפবՏǻȹჹБפӕ٣ࡼԴৣǶךӆჹࡼԴৣᇥǺȸࡼԴৣǴԖգޑႝ၉Ƕȹ! ฅࡕୢᜐ΢ޑ IǺȸգ᝺ள؇Դৣௗႝ၉ਔԖϙሶ੝ᗺǻȹ! д྽ฅૈӣเǺȸࡐԖᘶᇮǶȹ! Ψ൩ୢдǺȸٗሶǴᘶᇮǵЎܴޑ၉᠋΢ѐ๤ܺ༏ǻȹ!

(6)

ȸ๤ܺǶȹ! ȸٗሶখωգᇥΑٗѡόЎܴޑ၉аࡕǴԴৣ᠋΢ѐࢂϙሶགڙګǻգ౜ ӧհᓉΠٰΑ༏ǻԖؒԖϙሶ၉ၟךᇥǻךόעٗѡ၉౛ှԋգӧጜךǴՠࢂ วآផᇥಉ၉ᗋࢂόёаচፊޑǶȹȋȋ๏дᆵ໘ǻᗋࢂ๏ךԾρᆵ໘ǻ! ӧ೭ኬޑ௃׎ΠǴд྽ฅၰᄹǺȸ؇ԴৣǴჹόଆǴךখωόᔈ၀ᇥಉ၉Ƕ ךόࢂӧጜգǴՠᇥಉ၉ࢂόᔈ၀ޑǴךӛգၰᄹǴךߥ᛾аࡕό཮ᇥಉ၉ ΑǶȹ! ךޑӣเाᡣдཀѦǺȸך౜ӧόྗഢௗڙգޑၰᄹǶӢࣁգখωӧ௲࠻ 㚊྽๱ӄ੤ӕᏢޑय़ᇥ೭ኬޑಉ၉ǴӢԜךᇡࣁգԖѸा྽๱ӄ੤ӕᏢޑय़ӆ ၰᄹǴךω཮ௗڙ٠চፊգޑՉࣁǶȹ! ࡕٰӧѐ௲࠻วӣৎբ཰ҁޑਔংǴI وӛᖱᆵǴᇡ੿ӛךၰᄹǶךௗڙ Αдޑၰᄹ٠চፊΑдޑၸᒱǴගᒬдаࡕा଺ঁᇟقЎܴޑ࠸ηǶ! аࡕ཮ߥ࡭ၟдޑؼ܄ᜢ߯ޑǴ཮ᡣдགڙډך੿҅চፊΑдǶՠךόྗ ഢၟдޑৎߏҬࢬǴӢࣁԖ߻ًϐ᠙ǴΨӢࣁдٗ৒הᠢ၉ಉ၉ޑৎ৥௲ᎦǶ ؒԖߞЈёаѐ௲ػךޑᏢғޑৎߏǴΨؒԖ೭ঁೢҺᆶ៾ճǶѝགྷǴӧךޑ ຎጕᆶ᠋᝺ጄൎϣǴऊ״дǴ଺ঁᇟقЎܴޑ࠸ηǶ! ܈೚ǴԖ٤࠸ηԋߏӧ΋ঁ᎞֓ћǵଋ䊈߄ၲϣЈኌࡗޑᕉნ㚊Ǵдॺע ೭ኬޑՉࣁБԄ஥ډΑᏢਠ㚊Ƕӵ݀ࢂᏢғൂપޑ௃ᆣѨ௓Ǵٗᡉฅόࢂଞჹ ௲ৣޑװᔐǶբࣁ΋ӜॄೢҺޑԴৣǴ२Ӄᔈ၀ჹԜ຾Չ୔ϩǴ٠բрόӕޑ ϸᔈǶдΓჹ௲ৣᙍ཰ޑ൧ख़ǴԖਔংǴ੿ޑΨѸ໪җ௲ৣԾρа஑཰൧ᝄٰ ਍ፁǶ2 ڇषᄎس੒խΔݺଚᆖൄᄎᅸࠩਬࠄԳ௽ܑ໛ᦟشษᇩΔ೯լ೯Կڗᆖ༉ ඀ڇᏯᢰΖษᇩՈጩਢԫጟ፿ߢᑊԺΔՅਢᑊԺ༉ᄎ๯ᥧຂΔڂ੡ᑊԺൄ๯ီ ੡ፖ֮ࣔᑅኙΔྥۖΔࠃኔਢΔྤᓵԳᣊऱषᄎዝၞࠩڍᏖ֮ࣔऱچޡΔ،ऱ ഗ៕ᝫਢ൓ᔾᑊԺࠐፂ਍Δ׽ਢყਢၞޡऱषᄎΔყᚩലᑊԺભ֏ࢨឆ៲ᒽ 2 ާᣝᄅΰ2009αΖτᔡሖᖂس፿ߢ႞୭υΖπᦰᐊִעᄅඒߛρΖ

(7)

ԱΖڂڼΔ֮ࣔऱषᄎլᦟ०߷ࠄߧ፸፸ऱᑊԺݮڤΔڂ੡ᆜߪ࣍ᑊԺհխΔ ᨃԳൎ௺چტࠩլڜΖຍଡழזޓყࠐყૹီ壄壀Ղऱ႞୭Δڂۖኙ፿ߢᑊԺ ٍ༼೏ԱᤞᤚΖ ࢍՀݺଚ༉ൕ፿ߢຍଡᓰᠲ܂੡֧՗Δ֧ᖄݺଚ෡Ե൶ಘवᢝඒߛխऱᦞ ԺᤜᠲΖ

၁Εʳ

፿ߢ܂੡षᄎࠫ৫ʳ

ࢬᘯษᇩ׌૞ਢᒼԳऱش፿Δ੡࿇ਜ਼ࡉࡃᒼܑԳۖ૜سנࠐऱֲൄش፿Ζ ྥۖᒼԳऱᇩ߷ᏖڍΔ੡੷Ꮦڶࠄ๯ᎁ੡ለษᎤΛޢଡچֱຟڶ۞աऱษᇩΔ ۖ׊ࠡխܶრ༓׏ຟᇿࢤፖᑊԺވՂᣂএΔࢤፖᑊԺࠉྥਢᆃݲΔۖ׊ව႞Ժ ՕΔڂڼڇᒼԳऱᇩ፿խף༺ΔঁױᏺףސᚰࢤࡉঌಫࢤΔሒࠩᒼԳृ࿀ݶ৙ ਜ਼ᐬ৷Δ֗๯ᒼृ๯ᐻದऱൣፃऱய࣠Ζ ኔᎾՂԫଡ՛৘شᎅษᇩΔՕڍᄭ࣍הऱ୮அહནΔڶऱ׀ئؓழլ֜ᛀ រ۞աऱߢ۩Δ৘՗࠹ࠡᐙ᥼ΔՈᖂᄎԱᎅษᇩΖᎅษᇩਢԫጟլ֮ࣔऱ۩੡Δ ਢ౒׎ඒߛऱ।෼Δ،ऴ൷ᐙ᥼ࠩԳፖԳհၴऱٌ࢓Ζ طψษᇩωऱזᎾႚᎠࠐ઎Δլႛ᧩قנඒߛڇޏທխऱૹ૞ࢤΔޓ෡ࠥ ऱਢΔษᇩຍጟψ፿ߢᑊԺωࢬឆ៲ऱ֮֏യᒘଖ൓Գଚ٦Կઊ৸Δ௽ܑਢൕ ࠃඒߛऱԳΔᚨીԺ࣍൶౉ࠀᇞၲຍᑌऱയᒘΖ ߷ᏖΔ፿ߢ܂੡֮֏യᒘࠩࢍڶ۶௽ࢤΛݺଚ٣઎઎፿ߢᖂ୮ऱრߠΖ ભഏ፿ߢᖂ୮༡௽؍ΰWilliam Dwight Whitney, 1827-1894αᎁ੡Δ፿ߢࠃ ኔՂ༉ਢԫጟषᄎࠫ৫Δᇿࠡהԫ֊षᄎࠫ৫޲ڶࠟᑌΔהᎁ੡Κψ፿ߢ…… ਢᎅנࠐऱΕᦫ൓ߠऱฤᇆΙ׌૞ਢຏመຍጟฤᇆԳᣊ৸უթ൓א।ሒΙ֫Ⴈ ࡉ֮ڗਢڻ૞ऱ᎖ܗࢤऱ֫੄ωΔψݺଚނ፿ߢ઎ګԫጟࠫ৫Δإਢ๺ڍᣊۿऱ ࠫ৫ዌګԱԫଡषቸ֮֏ωΖ3 ຍᇙऱψࠫ৫ωਐऱإਢᅗՓ፿ߢᖂ୮౉ፃዿ 3

(8)

ΰFerdinand de Saussure, 1857-1913αڇࠡπཏຏ፿ߢᖂඒ࿓ρΰCours de

Linguistique Généraleαխࢬᎅऱψ፿ߢωΰٍܛᖞ᧯፿ߢΙlanguageαΔ،ࡉψߢ

ᎅωΰٍܛଡ᧯፿ߢΙspeakingαլٵΙ౉ፃዿᎁ੡Δ፿ߢ܂੡।ሒᨠ࢚ऱฤ

ᇆ᧯ߓΰa system of signs that express ideasαΔԯਢԫጟषᄎࠫ৫Δۖլ໢໢ਢ

ᎅᇩृऱԫጟפ౨Ζ4_{ࢍՀΔݺଚቫᇢൕٺጟᐋ૿ࠐᇞ࣫ψ፿ߢ܂੡ԫጟषᄎ} ࠫ৫ωຍଡࡎᠲΖ ଈ٣Δൕଡ᧯ࠐᎅΔ፿ߢॵထڇԳ᧯Ղࠀ।෼੡ԫጟԳԺᇷءΔݺଚ઎ࠩ ڶࠄԳՑᕡ堚ཐΔױאൕࠃႚᐾࠃᄐΔڶࠄԳ౨ߢ࿳ሐΔױאᅝႚሐृࢨඒஃΔ ڇڼΔ፿ߢګԱଡԳᘩسհሐΙࠡڻΔڕ࣠ൕഏ୮ࢨچ೴ᐋ૿ࠐ઎Δ፿ߢऱᙇ ࠷ࢨᒔࡳ᧢ګԱԫጟਙࢌਙ࿜Δ،ڂۖࠠڶԱֆ٥ࠃ೭ऱࢤᔆΔ،௫֗፿ߢऱ ႚᐾΕඒߛፖ࿇୶ऱٽऄࢤΔڇڼΔ፿ߢګ੡Օ୮ࢬ٥ٵࠌشΕᖂ฾Εᙅ༛Ε ං୶ऱԫ୚๵ঞΙ٦ڻΔڕ࣠ൕᖞଡषᄎࠐ઎ΔԳଚא٥ຏऱ፿ߢၞ۩ᄮຏΔ ڇᄮຏመ࿓խΔ፿ߢ๵ᒤထԳଚऱߢᎅ۩੡Δൕۖݮګ௽ࡳऱ֮֏Εଅঋ฾ክΔ ຍޓ௽ܑኦ᧩Ա፿ߢ܂੡ԫጟࠫ৫ऱ᥆ࢤΖ ڂڼΔ፿ߢլ׽ਢᎅᇩृऱԫጟפ౨ۖբΔ፿ߢ༉ਢԫጟषᄎࠫ৫Ιᖂृ ޓၞԫޡᎁ੡Δ፿ߢլ׽ਢԫጟषᄎࠫ৫ۖբΔ،ޓਢԫጟψ௽௘ऱωषᄎࠫ ৫Δψ፿ߢ܂੡ԫጟ௽௘ऱषᄎࠫ৫Δਢೈࠡ۞ߪհ؆ࢬڶԳᣊࠫ৫ऱࢭሉढΔ ང؁ᇩᎅΔ፿ߢਢԫጟόցࠫ৫ύΰMetainstutionαΖڶԱ፿ߢຍጟցࠫ৫ΔԳ ᣊषᄎխࠡהऱ฾ঋΕክࠏΕ๵ᒤࡉࠫ৫࿛թګ੡ױ౨ωΖ5 ݺଚऱषᄎ۩੡Ε ԳፖԳऱᄮຏݮګֲ࣍ൄ፿ߢऱٌ࢓խΔ޲ڶ፿ߢΔࢬڶषᄎ۩੡ፖᄮຏਢլ ױ౨ऱΔլႛڕڼΔ܂੡ցࠫ৫Δ፿ߢޓ෰௫ࠩٺጟࠫ৫ऱሎ܂Εய෷א֗ٺ ጟषᄎ։ՠΔ6_{Ո༉ਢᎅΔ܂੡ցࠫ৫Δ፿ߢਢԳᣊ׈੺ژڇऱഗ៕Ζ} ࠃኔإڕশ܄್ཎࢬਐנऱΔ፿ߢࢬ।ሒऱრᢝެࡳԱኔᎾس੒ऱढᔆژ Rs.1875. 4 Ferdinand de Saussure ထΰ1980αΖ೏ټ້᤟Ζπཏຏ፿ߢᖂඒ࿓ρΔקࠇΚ೸೭஼塢Δ଄37Ζ 5_{്ᓡഏΰ2010α}_Ζ_{τ፿ߢᆖᛎᖂԿՕࡎᠲΙԳԺᇷءΕֆ٥ข঴ࡉࠫ৫υ}_Ζ_{πխഏषᄎઝᖂ໴ρร} ԶठΖ 6_{ዼᐚ⑍ΰ2005αΖτ፿ߢΕॾஒΕࠫ৫ய෷ऱᆖᛎᖂ։࣫υΖπ၆ڠՕᖂᖂ໴ρ23࠴ร2ཚΖ}

(9)

ڇΔࠉশ܄್ཎऱᓵᢞΔषᄎऱড়ᨠᜤᢀࠀլขس࣍׌᧯ࢤრᆠՂऱࡉฤᇆੌ ႚრᆠՂऱᏆ഑խΔषᄎ፿ߢऱഗ៕࿨ዌΔԯਢຏመԲጟ෼ኔൎࠫթ൓אݮګ ᜤᢀऱڂైΔܛԫֱ૿ຏመ؆੺۞ྥऱൎࠫņຍጟൎࠫ᧢ګԱࠌشݾ๬ऱֱ ऄΔࡉ׼ԫֱ૿ຏመփڇऱ۞ྥൎࠫņຍጟൎࠫ֘ਠڇषᄎᑊԺ᠜ᚘऱᣂএΖ ຍࠟଡൎࠫᒤᡱլႛਢᇞᤩऱኙွΔۖ׊Δڇ፿ߢऱહ৵Δ،ଚՈࠫપထ፿ऄ ๵ঞءߪΔۖݺଚ༉ਢਊᅃ፿ऄ๵ঞࠐᇞᤩ׈੺ऱΖषᄎऱড়ᨠᜤᢀขس࣍፿ ߢΔՈขس࣍໎೯ࡉอएΔۖݺଚՈवሐषᄎ۩੡׽ڶൕড়ᨠᜤᢀխթ౨൓ࠩ ෻ᇞΖ7 ૎ഏඒߛषᄎᖂ୮܄஑ཎࡖΰB. Bernsteinαঁൕ፿ߢୃᖂ૿ٻ઎ࠩڇඒߛ ᧯ߓխ፿ߢޓ෡ԫᐋऱփොΙ܄஑ཎࡖലᣂࣹរ࣋ڇԱ፿ߢፖඒߛႚᎠֱ૿Ζ ܄஑ཎࡖࢬᐊऱπၸ్Εזᒘࡉ൳ࠫรԿ࠴ΚᓵඒߛႚᎠ෻ᓵρΰClass,Codes and

Control, Vol 3: Towards a Theory of Educational Transmissionαԫ஼ਢ፿ߢזᒘ ෻ᓵऱԫຝૹ૞ထ܂Ζ ڇᇠ஼խΔ܄஑ཎࡖނݛᨠ։࣫ፖპᨠ։࣫࿨ٽದࠐΔၞԫޡᇞଳԱषᄎ س੒ऱ࿨ዌࡉյ೯Ζהᎁ੡Δषᄎլؓ࿛ᄭ۞࣍ࠠڶၸ్஁ܑऱ୮அ፿ߢז ᒘΔࢬᘯऱψזᒘωΔڇ׼ԫء஼խΔהലհ੺ࡳ੡Κψזᒘਢԫጟᚈᄎ฾൓ऱ ᓳ൳଺ঞΔ،ᙇᖗࠀอᖞઌᣂრᆠΕࠡኔ෼ݮڤፖࢬ֧ದऱ౧࿮ωΔ8_ຍጟൕ୮ அ฾൓ऱ፿ߢזᒘऱ஁ฆڇᖂீඒߛխ൓ࠩԱၞԫޡൎ֏Δהऱ֮֏٦سข෻ ᓵડధၸ్࿨ዌࡰمႚᎠऱᨠរΔᎁ੡֮֏٦سขਢᖂீፖၸ్࿨ዌऱో൅Ζ ܄஑ཎࡖނඒߛ઎܂ψਢԫጟ࿛్։಻֫੄Δ،षᄎچ໌ທΕፂ਍ፖ٦سٺጟ റᄐፖॺറᄐऱवᢝݾ౨א֗ፖسขՕીઌᚨऱٺጟറᄐऱࢤൣ௛ᔆωΖ9 ڼ؆Δ܄஑ཎࡖڇᇠ஼ᇙΔࠉᖕψ։ᣊωࡉψዌਮωࠟଡு֨ᄗ࢚ൕޓპ ᨠऱᐋ૿ଳ࣫ඒߛवᢝ࿨ዌ֗ᑨڇऱᦞԺᣂএΔ༿قլٵᒳᒘᣊী֘ᚨԱլٵ 7_{শ್ཎထΰ1983α}_{Ζພࡴᆠ᤟Ζ}_{τေۺሒᚈዿऱπట෻ፖֱऄρԫ஼υ}_{Ζሉπୃᖂ᤟ហρ}_ΔקࠇΔ ร3ཚΖ 8

B. Bernstein,“Codes, Modalities and the Process of Cultural Reproduction: A Model”in Apple, M, W.(ed), Cultural and Economic Reproduction in Education, Boston and London, Routledge & Kegan Paul, 1982.

9

B. Bernstein, Class, Codes and Control, Vol 3: Towards a Theory of Educational Transmission, 2nd ed., London, Routledge and Kegan Paul, 1977.

(10)

ऱᦞԺ։಻଺ঞΖ ࢬᘯψ։ᣊωΔࠀլਢਐႚอრᆠՂऱࠠ᧯փ୲։ᣊΔۖਢਐփ୲հၴऱ ᣂএΖ،ኔᎾਢԫጟ଺ঞΔ،ࢬᓳ൳ऱਢփ୲ࢨᒤᡱհၴऱᣂএΖ։ᣊڶൎஇ հ։Δڕ࣠փ୲հၴ੺ૻ։ࣔΔঞᎅࣔ،ଚհၴ੡ൎ։ᣊΙڕ࣠،ଚհၴऱ੺ ૻֺለᑓᒫΔঞ᧩ق،ଚհၴਢ᥆࣍இ։ᣊΖۖࢬᘯψዌਮωΔ܄஑ཎࡖش، ࠐਐ௫वᢝऱႚᎠृࢨ฾൓Κڇࢬ૞ႚᎠࢨ฾൓ऱवᢝΰ܄஑ཎࡖᎁ੡ຍጟ᥋ ൅Աषᄎ׌ᖄᆢ᧯ऱრᢝݮኪᇩ፿αऱᙇᖗΕႉݧࡉᑑᄷֱ૿ऱ൳ࠫᦞΖ،ኔ ᎾՈਢԫጟ๵ঞΔࢬᓳ൳ऱਢଡ௽௘ᒤᡱࢨփ୲հփऱᣂএΖڇඒߛխΔ،ױ א௽ਐඒᖂኔᔌᄮຏऱ๵ঞΔܛஃسऱඒߛᣂএΔൎऱਮዌທګஃسհၴለൎ ऱૻࠫΔۖஇऱਮዌঞለ੡۞طΖ10 ࠏڕݺഏऱ԰ڣԫ຃ऱᓰ࿓ޏ଀༉ດዬچ طൎऱ։ᣊࡉൎऱਮዌ࢓இऱ։ᣊࡉஇऱਮዌ࿇୶Δݦඨ៶ڼឭๅ֮֏٦፹ऱ ອᐙΖ11 ܄஑ཎࡖऱψ։ᣊωࡉψዌਮωඒߛ։࣫ኔᎾՂਢኙ᧩ڤΰvisibleαඒߛ ᖂፖឆڤΰinvisibleαඒߛᖂऱ൶ಘΙ12 ܄஑ཎࡖऱᓵᢞၞԫޡࣔᒔਐנԱኙ ᚨ࣍ᄅΕ៱խขၸ్ऱࠟጟլٵऱඒᖂΖਊᅃהऱ։ᣊፖਮዌऱᄗ࢚௃ਮΔլ ױߠऱඒᖂਢଗܗஇऱ։ᣊΰኙᖂઝवᢝհၴᢰ੺ऱஇ൳ࠫαࡉஇऱਮዌΰኙ ඒஃፖᖂسհၴΕႚᎠփ୲ፖॺႚᎠփ୲հၴΔא֗ඒᖂ֗ࠡൣቼհၴᢰ੺ऱ இ൳ࠫαࠐኔ෼ऱΔױߠऱඒᖂঞຏመൎऱ։ᣊࡉൎऱਮዌࠐኔ෼Ζ،ଚհၴ ऱഗء೴։ΔڇᑑᄷऱႚᎠֱڤࡉറ॰֏ऱ࿓৫ՂΖᑑᄷ။ᚦደΔࠡႚᎠֱڤ ။ܶ፝Δຍጟඒᖂ༉။ਢլױߠऱΙᑑᄷ။ࣔᒔΔࠡႚᎠֱڤ။堚ཐΔຍጟඒ ᖂ။੡ױߠΖޓ੡ࠠ᧯چᝑΔױߠऱඒᖂፖլױߠऱඒᖂհၴኙمΔ᧯෼ऱਢ ՠ܂ፖሏᚭᢰ੺։ࣔᝫਢઌյዶຘΕൎᓳଡԳ֏ΰindividualizedαᝫਢԳ௑֏ ΰpersonalizedαΕ֭਍֮֏٦سขᝫਢԳթࠫ৫Εᣂࣹګᜎΰperformanceαᝫ 10_{Ꮵᣝੳΰ2003α}_Ζ_{τᓵ֣౿ዿ垸܄஑ཎࡖऱඒᖂᇩ፿෻ᓵυ}_{ΖקࠇஃᒤՕᖂᖂ໴ρ}_{ΰषᄎઝᖂठαΔ} ร4ཚΔ଄141Ζ 11_{ຫഏ৯ΰ2001αΖπषᄎᏆ഑ᓰ࿓ፖඒᖂρΔ؀קΚᖂ༄֮֏Δ଄26Ζ} 12 ൈةՆΖτڃូس੒׈੺ऱඒߛᖂυΖπխഏඒߛᖂᄎඒߛഗء෻ᓵറᄐࡡ୉ᄎ2007ڣڣᄎρΔ ۫ڜΔ଄5Ζ

(11)

ਢ౨ԺΰcompetenceαհၴऱኙمΖઌᚨچΔڇᖂீඒߛس੒խࢬฐ۩ऱױߠ ऱፖլױߠऱඒᖂΔፖլٵહན୮அխ׀ئኙ৘՗ऱඒ塄ֱڤհၴΔՈژڇထ ਬጟኙᚨᣂএΖ១໢چᎅΔױߠऱඒᖂፖ៱խขၸ్ΰڇᆖᛎسขխᖑڶᇩ፿ ᦞऱխขၸ్αऱ׀ئኙ৘՗ऱඒ塄ֱڤഗءԫીΔۖլױߠऱඒᖂঞፖᄅխ ขၸ్ΰڇ֮֏سขխᖑڶᇩ፿ᦞऱխขၸ్α׀ئඒ塄৘՗ऱֱڤഗءԫ ીΖ13_{ᄮຏऱᖵ࿓ຘመ፿ߢᨃլױߠऱຝ։᧢൓ױߠऱΔۖ᧩᥻נ،۞աऱം} ᠲᐛ٢Ζ14 ܄஑ཎࡖၞԫޡᎁ੡Δ፿شݮڤΰlanguage useα࿇ཀԱፂ਍ῥዿიࢬᝑ ऱψषᄎຑ൅ωऱפ౨Δהᎁ੡፿شݮڤፖषᄎ࿨ዌࠠڶઌյᣂএΔ࢖ڼ᥯ᢞ چ৬ዌΔ܄஑ཎࡖਐנΚ ӧБݤ΢ǴԖ٤௃׎ٰ࣮ϣӧࢂ࣬ϕൻᕉޑǶ྽ᔠຎᇟҔޑਔংǴ٠௢ፕ ځޗ཮ϷЈ౛ՉࣁǴ٣ჴ΢ࢂࡕޣȐޗ཮ϷЈ౛ՉࣁȑനӃ،ۓ߻ޣޑǶӢࣁ ΋ঁᇟقޑᇟཀфૈջࢂ΋ᅿޗ཮่ᄬբҔǴࢂࡺǴ྽ाᔠຎޗ཮่ᄬਔǴᔈ ၀வ੝ۓޑڋࡋȐinstitutionȑǴᇟقޑڋࡋΕЋǶ26 ߢ፿ࠌشֱڤ༉ז।ထԫጟ௽ࡳषᄎᣂএΔߢ፿ࠌشؘႊᙅ༛ԫጟٽऄऱ षᄎᣂএࢬขسऱ፿ش๵ঞࠐิٽᄮຏழऱ፿؁Ζ៭ਢհਚΔ፿شݮڤءߪਢ षᄎ۞ݺΕߡۥ֗ᎁٵऱ৬ዌΖ ܄஑ཎࡖല፿ߢݮڤ೴։੡ψ٥ڶ፿شݮڤࡉإڤ፿شݮڤωࢨψૻࠫী

זᒘωΰrestricted codeαࡉψ壄ᒯীזᒘωΰelaboratd codeαࠟጟ፿شݮڤΔ16

، ଚ।ᐛထࠟጟլٵऱषᄎ࿨ዌΔٺ۞ፂ਍ࠟጟլٵऱषᄎຑ൅Ζࢬᘯऱψૻࠫ ীऱߢ፿ࢨזᒘωᄭದ࣍ԫଡॺൄچֱ֏Ε౧࿮ࠉᘸऱषᄎൣቼΔᎅᇩृݙ٤ ٥ڶઌٵऱഗءऱቃ๻Δڂڼڇຍጟߢ፿ীኪᇙΔޢڻऱᓫᇩຟਢൎ֏ਝڶऱ 13

Basil Bernstein, “Class and pedagogy: visible and invisible.” In Power and ideology in education, edited by Karabel, J. and Halsey, A. H.. pp.511-534. New York Oxford University Press, 1977. 511-534.

14

B. Bernstein, Class, Codes and Control, Vol 3: Towards a Theory of Educational Transmission, 2nd ed., London, Routledge and Kegan Paul, 1977.p.83.

15_{ЇԾP. Atkinson, Language ,structure, reproduction: An introduction to the sociology of Basil}

Bernstein, London: Methuen,1985, p.51

(12)

षᄎ఼ݧΖψૻࠫীऱߢ፿ࢨזᒘωݮګ࣍ᖲඳຑ൅ऱषᄎ࿨ዌΔ׊ᏺൎԱຍ ጟຑ൅ᣂএΔࠉῥዿიΔᖲඳຑ൅ऱषᄎ࿨ዌࠡ׌૞௽ᐛڶထ೏৫ऱԫીࢤ֗ ٥ᢝΕ٥ࠆऱൣტ֗ᏝଖΖڂۖΔڼԫ፿شݮڤࢬ࿇ཀऱᖲඳຑ൅܂شΔ༉ቝ ῥዿიڇπࡲඒഗءس੒ݮኪρԫ஼ࢬ༴૪ऱΔࡲඒڇ଺ॣषᄎࢬ࿇ཀऱ܂ش ԫᑌൎ֏षᄎګ୉հၴ೏৫ऱઌۿࢤΖ ઌኙچΔψ壄ᒯীזᒘωঞਢנ෼࣍෼ז֏षᄎ߷ጟᄮຏ᙮᙮ऱषᄎൣቼ խΔڇຍᑌऱषᄎൣቼᇙΔᎅᇩृױאٵழ൷౏הԳ࢖ڼլٵऱഗءቃ๻Δۖ ׊౨ജലଡԳ౨ജല۞ա௽ڶऱवᤚ।ሒנࠐΖψ壄ᒯীזᒘω׌૞ࠐ۞࣍ൎ ᓳԫଡૹီଡԳऱ஁ฆࢤΕଡܑ֏֗ᗑ௽ࢤऱषᄎൣቼΖਊᅃῥዿიΔຍጟष ᄎൣቼ׌૞ᄭ࣍षᄎ։ՠऱ೏৫։ՠΔࠌ൓षᄎګ୉ऱ஁ฆࢤᛧ൓ለՕऱ࿇୶ ़ၴΔڂڼषᄎ࿨ዌլ٦ਢא٥ᢝࢤᏝଖ֗ൣტ੡ຑ൅ഗ៕Δ࠷ۖזհਢאګ ୉ऱ஁ฆᛧ൓༇ૹΕ࢖ڼյᇖऱڶᖲຑ൅੡׌Ζ ១໢چᎅΔૻࠫীזᒘ।෼౧࿮ࠉᘸ፿რΕঋฒ፿ߢऱ፿ऄፖچۯীषᄎ ᣂএΔຍጟזᒘܧ෼ԫጟᣊۿῥዿიऱᖲඳຑ൅ऱ௽ᐛΔۖ壄ᒯীזᒘঞא౧ ࿮ᗑم፿რΕإڤ፿ߢऱ፿ऄא֗ଡԳীषᄎᣂএ੡׌Δ൅ڶῥዿიࢬᎅऱڶ ᖲຑ൅ऱ௽ᐛΖ ܄஑ཎࡖאՠԳၸ్੡ࠏΔՠԳၸ్હནऱࠝ࿙ڇᖂீऱᖂ฾ګயਢױא ش፿ߢᖂࠐᇞᤩऱΙᖕڼΔ܄஑ཎࡖ։࣫Աψ፿ߢΕषᄎ֏ፖၸ్ωԿृհၴ ऱᣂএΔהਐנΔࠐ۞լٵၸ్୮அહནऱ৘՗ڇڰཚس੒խᄎ࿇୶נլٵऱ זᒘΰcodesαΔܛլٵऱᎅᇩֱڤΖຍጟזᒘױ౨ऴ൷ᐙ᥼ࠩהଚڼ৵ऱᖂீ ᆖ᧭Ζ܄஑ཎࡖထૹەኘԱຆܺࠝ࿙ࡉ༄ᇛࠝ࿙ڇࠌش፿ߢֱڤՂژڇऱߓอ ࢤ஁ฆΖԫ౳ᎅࠐΔᖂீ֮֏ऱפ౨ਢԳऱषᄎ֏Δ܀ਢຍጟषᄎ֏ਢࠝ࿙ڇ ᖂீᛧ൓ԫጟ௽௘ऱ֮֏ߪٝऱመ࿓ΔٵழՈਢኙຍጟߪٝऱ֘ਠΖ17_ط࣍ᖂ ீ֮֏ฤᚨ࣍ၸ్࿨ዌΔࢬאΔ܄஑ཎࡖᎁ੡Κ ჹޗ཮ϯၸำౢғന҅Ԅቹៜޑ൩ࢂޗ཮໘ભǶ໘ભ่ᄬቹៜπբ൑܌ک 17 ᙒاᔕΰ2001αΖτᓵભഏᖂீඒߛࠫ৫ऱኔᔆυΖሉπקࠇՕᖂᖂ໴ΰୃषठαΔร2ཚΔ଄ 127-137Ζ

(13)

௲ػޑфૈǹӧৎ৥໔ࡌҥଆ΋ᅿ੝ਸޑ࣬ϕᜢ߯Ǵ٠ЪుుӦᅖ೸ډৎ৥ғ ࢲ࿶ᡍޑ่ᄬϐύǶ໘ભڋࡋ๏ޕ᛽ޑޗ཮ϩթѺ΢Αుుޑਖ਼ӑǶ໘ભڋࡋ ٬ΓॺჹШࣚޑ಍΋܄Ԗ๱όӕޑᇡ᛽Ƕ໘ભڋࡋ٬ޗ཮Ӛ໘ቫ۶Ԝ࠾ᙹǹ٠ ਥᏵ΋ᅿзΓჇൾޑሽॶ኱ྗჹӚ໘ቫࡪ฻ભ௨ӈǶ18 ൷ထΔ܄஑ཎࡖኙٺၸᐋࢬࠌشऱ፿ߢ฾ክΕߢ፿੒೯Δ௽ܑਢנߪહན ኙߢ፿੒೯ऱࠫપ࿛ֱ૿ၞ۩Ա෡ԵऱઔߒΖ լٵၸ్୮அࠌشऱ፿ߢזᒘਢլٵऱΔԫ౳ࠐᝑΔՠԳၸ్ऱ୮அڍࠌ شૻࠫীזᒘၞ۩ᄮຏΔۖխขၸ్୮அڍࠌش壄യীזᒘᄮຏΖૻࠫীזᒘ ਢԫጟፖᎅᇩृ۞ߪ֮֏હནڶထയ֊ᜤᢀऱߢ፿ᣊীΔՠԳၸ్՗ݬՕڍس ੒ڇᘣയऱ୮அࡉᔣߺ֮֏խΖڇຍጟ֮֏ࣷ໮խΔᏝଖᨠࡉ๵ᒤ๯ᎁ੡ਢԫ ጟ෻ࢬᅝྥΕྤᏁຏመ፿ߢ।૪ऱࣟ۫ΖڂڼΔૻࠫীזᒘޓᔞٽኔᎾᆖ᧭ऱ ᄮຏΔۖլᔞࡵࢼွᄗ࢚Εመ࿓֗ᣂএऱ൶ಘΙઌኙऱΔ壄ᒯীזᒘਢਐԫጟ ψࠌဲ፿ऱრᆠଡ᧯֏Δאᔞᚨറ॰ൣቼ૞ޣऱᎅᇩଅ௑ωΖຍԫᎅᇩଅ௑ࠌ ൓ࠐ۞խขၸ్୮அऱࠝ࿙ଚ౨ജޓף୲࣐چᄗਔࡉ।ሒࢼွऱᨠ࢚Ζ19 ܄஑ ཎࡖਐנΚ ज़ڋࠠжዸޑ୷ᘵӧᙁᕭޑ಄ဦύǴԶᆒጏࠠжዸޑ୷ᘵӧܴዴ߄ၲޑ಄ ဦύǹज़ڋࠠжዸ௦ҔᗦേБݤǴԶᆒጏࠠжዸ߾௦Ҕ౛܄Бݤǹ೭٤жዸӧ Կᜢख़ाޑޗ཮ϯङඳύฯ܄ೕۓΑᇟقޑ΢ΠЎҔݤǴ٠ЪҔ೭ᅿБݤፓ࿯ ๱ޗ཮ϯჹຝௗڙᜢᖄ܄ᆶᖄᛠޑᜪࠠǶ20 ! ߢ፿Ղऱ஁ฆᑑقထլٵऱᄮຏݮڤΔྤᓵڕ۶Δהଚࠀॺრ؆Δۖਢೝ ࿇࣍षᄎ࿨ዌݮڤՂΖࠉᅃ܄஑ཎࡖΔຍࠄ஁ฆᑑقထ፿ߢฤᇆࠌشՂऱ஁ ฆΖૻࠫীฤᒘྤऄא壄ᒯऱ፿ဲ।ሒრᆠΔຍጟฤᒘࠌᎅᇩृኙ௽ࡳݮڤऱ षᄎᣂএڶઌᅝ࿓৫ऱඕᔲტवԺΙຍጟषᄎᣂএශլྫᘵچΕॺൄᦞ৖چΕ 堚ᄑࣔػچ܂੡۩೯ऱਐ֧Ζૻࠫীฤᒘਢԫጟᥔ੪ࠡګ୉ሎشߢ፿।ሒଡܑ 18 ്Գໃΰ1989αΖπഏ؆ඒߛषᄎᖂഗء֮ᙇρΖՂ௧ΚဎࣟஃᒤՕᖂנठषΔ଄405Ζ 19

B. Bernstein, Class, Codes and Control, Vol 3: Towards a Theory of Educational Transmission, 2nd ed., London, Routledge and Kegan Paul, 1977.

(14)

௽ڶऱ஁ฆࢤΔ࠰ܗፂ਍ቸ᧯ຑ൅ऱฤᒘΖ ڕڼԫࠐΔլٵऱ፿ߢࠌشݮڤլ٦׽ਢଡԳऱ፿ش฾ክۖաΔٵழޓਢ ।ᐛထଡԳᆖषᄎ֏฾൓ऱषᄎᣂএীኪ֗ࢬᎁٵऱषᄎ఼ݧΖإڕ܄஑ཎࡖ ࢬᎅऱΚ όӕޑᇟقس಍܈಄ዸࣁѬޑᇥ၉ޣബ೷рόӕޑ࣬ᜢ܄Ϸᜢ߯ϐજ ׇǶӢԶǴᇥ၉ޣޑ࿶ᡍёаࣁόӕᇟقس಍܌மፓϐ࣬ᜢ܄ᙯϯǶ྽΋ঁ࠸ ηᏢಞдޑᇟقਔǴ܈ޣӧԜǴךᔈ၀ׯҔǴᏢಞፓ࿯ځᇟقՉ୏ޑ੝ۓ಄ዸ ਔǴдΨᏢډځ܌ӧޗ཮่ᄬჹдޑा؃Ƕٽูޑ࿶ᡍΏࢂҗᏢಞ܌ׯ೷ǴԶ ᏢಞΞࢂҗځԾيǵܴᡉԾЬޑᇟقՉ୏܌ЇวޑǶӧ೭΋Бय़ǴЬा೯ၸᇟ قᐕำ܌ᄆᡉޑ่݀Ǵޗ཮่ᄬԋࣁٽู࿶ᡍޑۭቫ೽ϩǶவ೭ঁᢀᗺٰ࣮Ǵ ؂΋ਔڅٽูӧᇥ၉܈ࢂӧಡ᠋Ǵޗ཮่ᄬ཮ӧځԾيϣ೏ቚமǴԶЪдޑޗ ཮ᇡӕࣁ཮೏уа༟೷Ζ21_{ΰBernstein, 1970: 124α} ڕڼΔԳଚຘመ፿ߢऱ฾൓ፖࠌشႿທԱהऱषᄎس੒ݮኪΔຍਢהࢬ᥆ ऱषᄎ࿨ዌኙהࢬขسऱࠫપፖᐙ᥼Δ១հߢΔषᄎ࿨ዌ៶ط፿ߢփ֏ڇԳଚ ֨խΖլٵऱषᄎ࿨ዌലขسլٵऱߢ፿ߓอΖຍࠄߢ፿ߓอࢨฤᒘ༼ࠎଡԳ ௽ࡳᙇᖗ଺ঞΔאᓳᆏଡԳڇ፿ߢऱ֮ऄΕ؁ऄ࿛ֱ૿ऱᙇ࠷Δۖ׊ຍጟᙇ࠷ ਢ۞ᤚچΕྤრᢝچၞ۩ထΖ

೶Εʳ

ඒߛזᒘʳ

ࠃኔڕٵ܄஑ཎࡖՂ૪ऱ։࣫ΔᎅᇩਢޢଡԳޢ֚Εழழࠥࠥຟڇၞ۩ऱ ੒೯Δൕㄪᓦ׃׃ᖂ፿ၲࡨΔޢଡԳຟܘԺڇᖂ฾Δᖂ฾֮֏Ε฾ክΕଅঋΕ ៖ᏚΕࠫ৫…Δݺଚڇլवլᤚխषᄎ֏ԱΔࢬאΔޢᅝݺଚڇᎅᇩࢨਢڇแ ᦫΔषᄎ࿨ዌᄎڇࠡ۞ߪփ๯ᏺൎΔۖ׊ݺଚऱषᄎᎁٵՈڇٵழ๯ףאႿທΖ א܄஑ཎࡖऱ፿ߢୃᖂࠐ։࣫ᖂீඒߛΔ༉ᄎԱᇞᖂᄐګ༉଺ࠐլ໢໢ਢ 21

B, Bernstein, A sociolinguistic approach to socialization. In: F. Williams, Editor, Language and Poverty (1970), Chicago. p.124.

(15)

ᖂ฾ृऱംᠲۖբΔ،ᝫ௫֗ࠩޓᓤᠧऱषᄎ֮֏Εݺଚࠌشऱ፿ߢᣊীΕඒ ઝ஼փ୲ऱᒳૡ…࿛࿛ڂైΙࠏڕΔڇᇭᤩՠԳၸ్৘՗ᖂᄐ؈ඓऱ଺ڂழΔ ܄஑ཎࡖᎁ੡ᖂீऱ֮֏ᛩቼޓઌۿ࣍խขၸ్୮அऱ֮֏ᛩቼΔຍਢψڂ੡ ᖂீਢא壄ᒯীזᒘ֗ࠡषᄎᣂএ᧯ߓ੡ഗ៕ऱΖᕣጥ壄ᒯীזᒘࠀլࠠڶ௽ ௘ऱᏝଖ᧯ߓΔྥۖխขၸ్ऱᏝଖ᧯ߓዶຘ࣍ᖂ฾ൣቼءߪऱ࿨ዌհխωΖ22 ڂڼΔ௅ᖕ܄஑ཎࡖΔᅝזطഏ୮ᖲᕴࢬ༳൳ऱඒߛ᧯ߓΔڍᑇຟආشԱ อᒳऱඒઝ஼ࠐඒߛՀԫזΔຍྤጊਢڇᓤ፹ਬԫ௽ࡳၸ్ऱᏝଖ᧯ߓΔהᎅΚ ௲ࣽਜϸၸٰԖወ౽ᓨϯӦ໺ኞΑ໣ᡏжዸޑࡘགྷБԄǴӢࣁдཷࡴΑம ໘ቫϯکமϩᜪǶ௲ࣽਜा؃ϐ٣ा٩Ᏽܴዴೕۓޑ຾ำٰӼ௨Ǵٗࢂ΋ᅿᇙ ೷рᝡݾᜢ߯ޑคᖂЋࢤǶ೭ኬǴௗڙ௲ࣽਜޑޗ཮ϯǴࢂᗌӛௗڙԖᜢ໣ᡏ жዸޗ཮ϯޑख़ा໘ࢤǶ໣ᡏжዸຫܴዴǴΨ൩ࢂᇥ໘ቫϯᆶϩᜪຫமǴ൩ຫ மፓԐයޑ᎙᠐کቪբǶύౢ໘ભٽูࣁ೭΋மፓբΑྗഢǴԶമ୏໘ભޑٽ ู߾όฅǶ23 ܄஑ཎࡖऱඒߛזᒘ෻ᓵ༼ᙌݺଚΔඒߛवᢝ࿨ዌऱ᧢଀ᄎ֧ದᦞԺᣂএ ऱ᧢֏ΔኔᔌխᏁ࠰ᓳڂඒߛवᢝ࿨ዌޏ଀ۖޏ᧢ऱᦞԺ։಻Δࠀᗨᄕ৬๻ፖ ࠡवᢝ᧢଀ઌᔞᚨऱᦞԺᣂএΖຍጟᇞᤩ࿯ݺଚ༼ࠎԱԫጟৰړऱ෻ᇞᖂسᖂ ᄐګඓऱ։࣫௃ਮΖ ܄஑ཎࡖऱඒߛזᒘ෻ᓵऱ௽ۥڇ࣍ലῥዿი৸უխऱषᄎ։ՠ଺ঞΕڶ ᖲࡉᖲඳຑ൅ፖषᄎ൳ࠫ࿛ᨠរףא౏ԵΔٵழཅඵᅝזඒߛषᄎᖂലהូᣊ ڇ࿨ዌפ౨ᓵᇙΔ֗ሰᨠࡉპᨠԲ։ऱ฾ክ܂ऄΖ܄஑ཎࡖڇ஼խਝ։࣫ඒ ৛Εᖂீऱิ៣࿨ዌΕႚᎠ଺ঞΕඒߛवᢝऱᣊীΔٵழԾᓵᢞඒߛႚᎠᑓڤ ፖषᄎ։ՠࡉषᄎ൳ࠫհᣂএΖ׼؆Δݺଚޓ౨ߠᢝࠩΔ܄஑ཎࡖਢڕ۶ലῥ ዿი৸უᄫԵ್܌৸ऱၸ్෻ᓵᇙΔ࿇୶נլٵא࢓ऱῥዿიڤᓢડᓵᨠរΔ ৬ዌࢬᘯऱխขၸ్ඒߛኔᔌ෻ᓵΔኦ᧩խขၸ్փຝ᧢֏ፖ෼זඒߛࠫ৫᧢ 22_{്Գໃΰ1989αΖπഏ؆ඒߛषᄎᖂഗء֮ᙇρΔՂ௧ΚဎࣟஃᒤՕᖂנठषΔ଄418Ζ} 23 Basil Bernsteinΰ1992αΔ്᎖૨ΰ᤟αΖτၸ్ፖඒᖂऄΚڶݮऱፖྤݮऱυΖߠᏩאᔃ׌ᒳΖπ۫ ֱඒߛषᄎᖂ֮ᙇρΔ؀קΚնতΔ଄490Ζ

(16)

ᔢऱᣂᜤΖ24 ٦ृΔࠉ܄஑ཎࡖΔࠌشૻࠫীזᒘृ׌૞ᣂࣹࠃढऱ௽௘ࢤრᆠΔࠡߢ ፿੒೯ࠠڶ೏৫ऱൣቼࠉॵΕᨣ༊ऱ௽ࢤΔ፿რܶᒫΔ፿ߢ១ᜍΔڍආشឆ໧Ε ࣅࣽ࣍ଡԳߪٝऱቸ᧯֏ऱ।૪ֱڤΖۖࠌش壄ᒯীীזᒘृڍᣂࣹࠃढऱཏ ሙࢤრᆠΔࠡߢ፿੒೯ࠠڶ೏৫ऱൣቼᗑمࢤΕ၌။ࢤΔ፿რࣔᒔΔ।ሒ壄യΔ ڍආش෻ࢤΕଡ᧯֏ऱ।૪ֱڤΖݺଚឈլ౨ڇຍࠟጟ፿ߢזᒘհၴࣔᒔچ೴ ։೏܅Δ܀ᅝזᖂீඒߛऱ፿ߢזᒘথਢ壄ᒯীזᒘΔڂۖױ౨ኙՠԳၸ్ऱ ࠝ࿙ขسᑨڇऱٲ୭ࢤΖ25 إڂ੡ڕڼΔڇה઎ࠐΔ૞ޏ᧢ᖂீس੒խլܓၸ ్՗Ֆऱ๠ቼΔ༉լਢ༼ࠎ။ࠐ။ڍऱඒߛΰᇖᚍඒߛαΔۖᚨޏ᧢ᖂீඒߛ س੒ءߪऱᒳᒘֱڤΖ26 ৰ᧩ྥΔ܄஑ཎࡖբᆖ堚ཐچᎁᢝࠩٚ۶ඒߛඒᖂຟڶࠡ᠆দऱषᄎഗ ៕Ζԫጟඒߛᖂ౨ܡటإࠌᖂ฾ृऱඒߛᑨԺ܍ᔡ௡၄հጞΔլਢ࠷ެ࣍ຍጟ ඒߛᖂءߪΔۖਢ࠷ެ࣍،ፖࠡࢬᆜߪऱൣቼ౧࿮ऱઌᔞࢤΖڇਬጟრᆠՂΔ הຍਢڇᄆقΚٚ۶ԫጟᖂீඒߛኔᔌΔຟਢڇᖂீඒߛᖂፖൣቼ۞ߪऱඒߛ ᖂհၴࢬ୶ၲऱԫ໱ኙᇩΖ27 ܄஑ཎࡖނݛᨠ։࣫ፖპᨠ։࣫࿨ٽದࠐᇞଳԱषᄎس੒ऱ࿨ዌࡉյ ೯Ζהᎁ੡Δषᄎլؓ࿛ࡨ࣍ࠠڶၸ్஁ܑऱ୮அ፿ߢזᒘΔຍጟ஁ฆڇᖂீ խ൓ࠩԱၞԫޡൎ֏Ζהऱ֮֏٦፹෻ᓵડధၸ్࿨ዌࡰمႚᎠऱᨠរΔᎁ੡ ֮֏٦፹ਢᖂீፖၸ్࿨ዌऱో൅Ζ܄஑ཎࡖᓵ૪ᖂீ᧯ߓၞ۩ऱषᄎ൳ࠫ௫ ֗Կଡጹയᣂᜤऱᐋ్Κࠉݧ੡षᄎᏝଖᨠขسऱवᢝীኪΕਙ࿜ࠫࡳृፖറ ୮ᖂृൕवᢝא٦౧࿮֏መ࿓ۖ࿇୶נऱᓰ࿓փ୲א֗៶طඒஃڇᖂீ໱഑ 24

25

૎Η֣౿ዿΗ܄஑ཎࡖΰ1989αΖାࡲ堚᤟Ζτषᄎၸ్Ε፿ߢፖषᄎ֏υΖሉ്࣍Գໃ׌ᒳΔ πഏ؆ඒߛषᄎᖂഗء֮ᙇρΔՂ௧ΚဎࣟஃᒤՕᖂΔ଄399-420Ζ

26

Basil Bernstein, “Education cannot compensate for society.” New society 387(February 26, 1970),pp. 344-347.

27_ൈةՆΖ_{τڃូس੒׈੺ऱඒߛᖂυ}_Ζ

πխഏඒߛᖂᄎඒߛഗء෻ᓵറᄐࡡ୉ᄎ2007ڣڣᄎρΰ۫ ڜαΔ଄5Ζ

(17)

ኔᔌۖ٦፹ऱषᄎၸ్࿨ዌΖ28 ൷ထΔ܄஑ཎࡖאඒߛᖲࠫΰpedagogic deviceα෻ᓵ։࣫ຍԿଡᐋ૿षᄎ ᣂএऱዌທΖඒߛᓵ૪ऱسขᐋ૿ഗءՂਢवᢝፖषᄎ࿨ዌᣂএऱԫጟሰᨠ։ ࣫ΔषᄎՂլٵቸ᧯ڂᦞԺլٵۖڶլٵऱवᢝݮڤΔ։಻ࠩլٵऱრᢝݮ ڤΖ܄஑ཎࡖᎁ੡Δຍଡᐋ૿׌૞࠹ࠩ։಻଺ঞΰdistributive rulesα׌ᖄΖร Բଡᐋ૿ਢႚᎠᐋ૿Δຍଡᐋ૿׌૞܂شਢലඒߛᓵ૪ऱسขᐋ૿հٺጟवᢝ ףאᙇᖗΕᓳᖞΕ᠏֏ፖิٽΔאࠎรԿଡᐋ૿฾൓հشΖڂڼΔຍଡᐋ૿ਢ طԫጟ٦౧࿮֏଺ঞΰrecontextualising rulesα׌൳Δຍଡᐋ૿ऱषᄎ࿨ዌݮ ኪലᄎؐ׳٦౧࿮֏଺ঞऱ௽ᐛፖሎ܂ΖรԿଡᐋ૿ਢ฾൓ᐋ૿Δ،ਢല٦౧ ࿮֏଺ঞՀࢬิٽګऱᓵ૪Δ࣋ڇԫଡ௽ࡳऱழၴࡉ़ၴ૿ٻิ៣ᇙΔڜඈԫ ଡ௽ࡳඒߛൣቼΔၞ۩ඒߛኔᔌΖຍଡᐋ૿׌૞ڇ࣍ᎅࣔ฾൓ऱඒߛኔᔌհष ᄎ࿨ዌݮኪΔڂڼඒߛኔᔌऱ़ၴࡉழၴ௽ᔆ᧩෼נඒߛฤᒘऱ௽ᔆΖรԿଡ ᐋ૿࠹ࠩေᦸ๵ঞΰevaluative rulesαؐ׳Ζ ૞ߢհΔඒߛᖲࠫא։಻Ε٦౧ ࿮֏ࡉေᦸ๵ঞᄗਔຍԿଡᐋ૿ऱषᄎ࿨ዌݮኪΔၞۖᐙ᥼वᢝءߪऱسขΕ ٦౧࿮֏ፖ฾൓Ζ Ո༉ਢᎅΔ܄஑ཎࡖނඒߛ઎೚ψਢԫጟ࿛్։಻֫੄Δ،षᄎچ໌ທΕ ፂ਍ፖ٦سٺጟറᄐፖॺറᄐऱवᢝݾ౨א֗ፖسขՕીઌᚨऱٺጟറᄐऱ ࢤൣ௛ᔆωΖ29_{ࢬאൕຍଡߡ৫ࠐ઎Δᖂீඒߛ༉լ໢໢ਢڇႚࢭ֮֏Εႚ඄} वᢝΔᅝ،ڇၞ۩֮֏ႚࢭΕवᢝႚ඄ऱٵழΔ،ՈڇႿທਬጟषᄎ࿨ዌፖष ᄎݮኪΖ១໢چᎅΔᖂீඒߛ༉ਢԫጟ֮֏٦፹ऱՠࠠΖ 1982ڣΔ܄஑ཎࡖᤉᥛ࿇।ԱπזᒘΕֱڤࡉ֮֏٦سขΚԫଡᑓڤρΰCodes,

Modalities and the Process of Cultural Reproduction: A ModelαΔຍਢהڇ፿ߢז

ᒘઔߒഗ៕Ղޓ೏ᐋڻऱࢼွΖإਢڇڼ஼խΔהނזᒘ੺ࡳ੡ᙇᖗፖᖞٽڇ

28

B. Davies (2003).Reading Bernstein ,Researching Bernstein . Unpublished anuscript. ֧۞ৌ෌ ᔕΖτඒஃਢറᄐࢨਢᨠ࢚១໢ࢤऱ࢘ᇨച۩ृΚ֮֏٦፹෻ᓵऱᛀᢞυΖሉπඒߛઔߒႃעρ ร49࠴ร4ཚΔ଄93-126Ζ

29

(18)

ԫࡳ፿ቼխऱઌᣂრᆠ֗،ଚऱኔ෼ݮڤऱԫ୚ᓳᆏ଺ঞΔۖ໎೯ऱषᄎ։ՠ ขسࠀ։֏੡壄ᒯীזᒘࡉݝૻীזᒘΔإ๵ඒߛਢ௅ᖕ壄ᒯীזᒘᒔᎁऱრ ٻۖࠫ৫֏ऱΔ֘መࠐ،Ծႚ඄ࠀࠌ壄ᒯীזᒘٽऄ֏Δ֮֏٦፹Εषᄎ։ՠ ऱ٦፹Δषᄎၸ్ࡉլؓ࿛ኔᎾՂਢຏመזᒘऱႚᎠΕ։಻Ε٦፹ࠐኔ෼ऱΖ 30 ༉෼ኔሎ܂ࠐᎅΔԫଡԳൕ՛߬߬ેેچܘԺޣᖂΔൕ՛ᖂΕഏխΕ೏խ ࠩՕᖂΔڶԳࠄ੷۟ᝫၞԫޡആࠩઔߒࢬΔޢଡԳ༓׏ຟނהԳس່੡႓८ऱ ᄣִक़ڇᓰᄐՂΔࠩԱ່৵Δᖂீඒߛຏመ඄ղ֮ᖇۖᓿղԳԫଡψߪٝωΔ ࠌࠡᛧ൓Աषᄎچۯࡉषᄎੌ೯ऱഗ៕ΔຍਝਢԳଚኙآࠐس੒ךየཚৱΔ܀ ڇڼٵழՈ࿛࣍شԫଡߪٝޔᗻԱ۞աΔൕۖࣚൕषᄎ๵ঞࡉ๵ᒤऱપޔΙڕ ڼຍ౳Δຘመඒߛ᧯ࠫΔඒߛߪٝ༉ګԱ൳ࠫषᄎ఼ݧऱψڜ٤ᎺωΔषᄎ఼ ݧऱ᡹ࡳז।ऱਢอएृᦞԺऱᕁࡐΔۖຍإਢอएृऱؾऱΔอएृإਢ઎ ࠩԱඒߛࢬץܶऱຍጟ܂شΔթኙඒߛղא௽ܑૹီࠀܓشەᇢࠐൎ֏ࠡषᄎ ։ᐋऱפشΖ

ᆥΕʳ

෻ࢤ৬ዌԳᣊऱဠ೗ʳ

อएृڇඒߛࠫ৫ՂຘመᦞԺऱሎ܂ႚᎠࠡवᢝΔլឰچၞ۩षᄎ٦፹Ζ ऄഏऱୃᖂ୮Εषᄎᖂ୮ແਲΰMichel Foucaultαڇຍֱ૿ڶઌᅝྪܓऱ ᨠរΔהਐנΚवᢝ᜔ਢ੡ᦞԺࢬ൳ࠫࠀ੡ᦞԺࣚ೭ΔᦞԺࡉवᢝਢԫ᧯ࠟ૿ ऱΔࠟृऱᣂএਢΚψᦞԺڇሎ܂ழլױ౨޲ڶشࠩवᢝΔۖवᢝՈլױ౨լ ขسᦞԺωΖ31 ൕԳᣊᣄאඅๅ๯ᦞԺ୬ࠫऱᨠរΔඔ፞෻ࢤࢬ৙ཆհψԳω ऱᄗ࢚Δኙແਲۖߢ௅ء༉ਢ۞ུུԳऱᇥՕհဲΖฅຶवᢝࡉᦞԺࠀآ௣ೈ Գᣊٞቹޏ᧢ࠡس੒׈੺ۖಳޣࡉ༼֒۞ݺسژݾ౨ऱრ࢚Ιઌ֘ऱΔലԳװ 30

B. Bernstein ,“Codes, Modalities and the Process of Cultural Reproduction: A Model in Apple, M, W.(ed), Cultural and Economic Reproduction in Education, Boston and London, Routledge & Kegan Paul, 1982.

31

Michel Foucault ,Power/Knowledge :Selected interviews and other writings by Michel Foucault. New York: Pantheon Books,1980.p.52.

(19)

խ֨֏հ৵Δݺଚޓ୲࣐ൕᖵ׾ߩᇾխΕԳᣊࢬᜢጠ෻ࢤ৬ዌנࠐऱড়᧯׈੺ ࡉषᄎ۩೯ऱਚ౐ഔխ઎ࠩԳᣊऱဠ೗Ζ32 شຍᑌऱᨠរࠐ઎؀᨜ऱඒߛᚨਢૉฤૉᆏΙڇ؀᨜መװऱՕᖂΕ೏խᜤ ەփ୲խΔψԿا׌ᆠωΕψխഏ֮֏ഗءඒޗωΕψഏ֮ઝωΕψᖵ׾ઝωΕψچ෻ ઝω࿛ຟᤖොထፕ᨜षᄎऱ׌ੌਙएრᢝݮኪΖڇඒઝ஼խΕڇەᠲᇙΔڇڇ ࢭሉࠀᑑᜰ׌ੌषᄎრݳࢬཚઐऱრᢝݮኪΖޢଡᖂسڇޣᖂመ࿓խΔլឰ֘ ༚હ፽Εቃ฾Ε༚฾ΔڇՕՕ՛՛ऱەᇢխΔ਋ࡎಖᖋࠀ஼ᐊᑑᄷ࿠ூΙຘመ ຍᑌऱඒߛߓอΔᖂسवሐࠀ༳༽ԱຍጟवᢝΔڇྤᑇڻࠐڃൎ֏հ৵Δᖂس ດޡփ֏Ա׌ੌਙएऱრᢝݮኪΔ່৵ݮګԱᑨრᢝऱΕ๯ᅝ܂෻ࢬᅝྥऱ฾ ክ৸ፂΖ༉ຍᑌΔᖂسᆖᖵࠀݙګထਙएषᄎ֏ऱᏚڤፖመ࿓Δषᄎ׌ੌਙए ՈݙګԱࠡإᅝ֏ऱრᢝݮኪψᥒࣹωመ࿓ΔൕۖሒࠩԱषᄎ൳ࠫऱؾऱΖᣄ ࢡ܄஑ཎࡖᄎᎅψኙՕڍᑇԳۖߢΔवᢝऱषᄎ֏Ո༉ਢ఼ݧऱषᄎ֏ωΖ33 ແਲՈਐנΚ ӧΜΖШइǴ໒ۈҔȨ฻ભȩٰೕۓΓӧ௲ػڋࡋύޑӦՏϩଛ׎ԄǺջ Ꮲғӧፐ୸ǵو൴ǵਠ༜ޑ০ԛ܈Տ࿼; ؂ঁᏢғֹԋ؂໨Һ୍کԵ၂ࡕޑӜ ԛ; Ꮲғ؂ڬǵ؂Дǵ؂ԃᕇளޑӜԛ;ԃសಔޑׇӈǹ٩Ᏽᜤࡋ௨ԋޑࣽҞ ׇӈǶӧ೭঺மڋ܄ׇӈύǴ؂ঁᏢғ٩ྣځԃសǵԋᕮک߄౜Ԗਔೀܭࢌ΋ ฻ભǴԖਔೀܭќ΋฻ભǴ೭ᅿسӈޜ໔ޑಔᙃǴࢂ୷ᘵ௲ػޑख़ाמೌᡂ୏ ϐ΋ǶѬ೯ၸ೴ঁۓՏ٬ளԖёૈჴ౜ჹ؂ঁΓᅱ࿎٠ૈ٬ӄᡏΓ঩ӕਔπ բǶѬಔᙃΑ΋ᅿཥޑᏢ২ਔ໔ᡏڋǶѬ٬௲ػޜ໔ࡽႽ΋ঁᏢಞᐒᏔǴΞࢂ ΋ঁᅱ࿎ǵᑔᒧکዛᓰᐒᏔǶ34 ແਲڇڼ༿قנΔᖂீඒߛലԳᆜ࣍஼ᐊࡉᚾூऱጻ࿮խΔᇡาچၞ۩ಖ ሉΕ஼ᐊΕ࿆ᙕࡉ༴૪ΰԫߓ٨ڶᣂଡԳऱᚾூΕᇷறΕ֮ᡪࡉଡூαΔނଡ Գኙွ֏ΕࡳࢤΕ։ᣊࡉᑑᄷ֏Δࠌࠡګ੡ױߠढΔ࣐࣍๯ᨠኘΕ๯ᎁᢝΕ๯ 32

Michel Foucault, Politics, Philosophy, Culture: Interviews and Other Writing 1977-1984. Lawrence Kritzman (ed.). London: Routledge.1988.

33_{ຽ܌ዿΗF. DΗཆΰ2002αΖ᝔ፂࡉ࿛᤟Ζπवᢝፖ൳ࠫρΖՂ௧ΚဎࣟஃՕΔ଄73Ζ} 34

ۏᄢዿ•ແઝထΖᏥקګΕᄘ᎛᚛᤟Ζπ๵ಝፖᡕፆņ጑ጂऱᓭسρΔፕקΚெগΔ1992ڣΔ଄ 146-147Ζ

(20)

ᦞԺտԵΕ๯࢔ࣚΖ࣍ਢڇ઎ದࠐৰড়ᨠΕৰᄵࡉऱᑑᄷ֏ऱ೚ऄൽ።Հऱኔ ᔆਢᦞԺऱ֭಻ࡉ൳ࠫΖຍՈךٝ᧯෼ԱແਲऱټߢΚψᦞԺऱሎ܂Ոഄڶຘ መట෻ऱ፹ທթ൓אሑ۩ΰwe can not exercise power except through the production of truthαωΖ35 ແਲਐנΔ෻ᇞवᢝፖᦞԺऱᣂএլਢ։࣫ᓴፖᦞԺߓอڶᣂΔࢨބנᓴ ױאಲๅᦞԺຍጟ֚ᢅچጻ౳چऱिᥚΔۖਢຘመຍᑌऱ։࣫ΔᨃՕ୮ຟ౨ᛵ ᇞࠩΔԳᣊࢬवሐऱٺጟवᢝΔഗءՂຟ࠹ࠩᖵ׾լឰ᠏֏ऱڍૹᐙ᥼Δࢬא ڕ࣠૞༈ބట෻Δঞؘႊᝫ଺ࠩᦞԺऱءᔆΔࠀ׊ឭๅᦞԺऱᚘ૰Ζ36 ྥۖױ ༟ऱਢΔਊᅃແਲڇԳᣊٚ۶ԫଡᖵ׾ࢨषᄎ࿇୶ၸ੄ՂΔᦞԺথਢྤࢬլڇ ऱΖ37 ແਲਐנΔࠏڕൕԼԶ׈ધઝᖂඔ፞אࠐΔԳᣊ༉ԫऴᨃ۞աऱس੒ࠥ რچװฤٽড়ᨠऱवᢝ᧯ߓऱ૞ޣΔࠀ׊ຏመ๺ڍᖲࠫၞ۩ጟጟ૞ޣΔڂڼྤ ᓵ૨ၷΕՠᐗࢨᖂீΔຟਢ፹ທवᢝࡉ๵ᒤऱچֱΔۖ׊ຍࠄچֱࡉ،ଚࢬ፹ ທנࠐขढΔথྤԫլਢ෻ࢤࢬឆܶऱᦞԺࡉ୬ࠫΔ׽ਢԳᣊথսࠉ༛ຍጟᦞ ԺΔۖ׊ᝫ۞א੡ᖑڶ۞ݺެࡳऱᦞԺΖ38 ຍՈਢແਲڇπ๵ಝፖᡕݹρ ΰDiscipline and punishαԫ஼խຘመگ୲ࢬΕ᠔ೃΕ጑ጂΕ်᛭ࢬຍࠄषᄎᖲ ࠫհ׌೯ࡉ๯೯ࢤऱᦞԺ֭಻ࡉႉൕᣂএΔࢬ඿ኦ᧩נࠐհवᢝऱށڴࡉᦞԺ ऱ୬ࠫΖ39 ભഏऱषᄎᖂ୮ۦࡕΰMichael Appleαঞൕრᢝݮኪऱ٦፹ຍԫᨠរנ ࿇Δނᖂீᇙᙰԫٻլ๯ࣹრऱᑨڇᓰ࿓ऱᄗ࢚༼ࠩԫଡݛᨠऱ೏৫ࠐૹᄅᎁ ᢝΔהᎁ੡ᑨڇᓰ࿓ԯਢᖂீڇᄆچᇙΕۖ׊Ծਢॺൄ೏ய෷چᥒᙁ࿯ᖂسऱ ԫጟ๯إᅝ֏Աऱ֮֏ΕᏝଖࡉ๵ᒤΔਢԫጟ࿇ཀထፂ਍֭಻ᦞפ౨ऱֲൄࢤ რᢝ᧯ߓΖᖂீհࢬא౨ജլࠉᘸൎՕऱ؆ڇอएᖲᕴ༉౨࿇ཀषᄎ൳ࠫऱפ 35

Michel Foucault ,Power/Knowledge :Selected interviews and other writings by Michel Foucault. New York: Pantheon Books,1980.p.93.

36

M. Foucault, Discipline and punish: The birth of the prison. A. Sheridan, (Trans.). New York: Random House. 1979.pp.27-28.

37

Foucault, M. (1990). The history of sexuality, vol.3: The care of self. R. Hurley (Trans.). Harmondsworth : Penguin.p.95.

38

Ibid.,pp.135-159.

39

M. Foucault, Discipline and punish: The birth of the prison. A. Sheridan, (Trans.). New York: Random House. 1979.

(21)

౨Δ౨ཛထਝࡳऱֱٻኔ෼௽ࡳऱრᢝݮኪऱ٦፹Δ່௅ءऱᣂ᝶Ո༉ਢᖂீ س੒ࡉඒߛመ࿓խژڇထຍጟᑨڇᓰ࿓Ζ40_{ۦࡕຍԫ੺ᎅ෡ᛧᄅ್܌৸׌ᆠᖂ} ृऱ٥ᏓΔࠌԳଚലઔߒऱီມൕඒߛऱψ٦፹ω֧ٻᖂீඒߛխऱψ֘ݼΕ ઌኙ۞׌ፖრݳᓵωֱ૿Ζ41 ࠡኔຘመᖂீඒߛၞ۩षᄎ൳ࠫऱᑓڤΔᝫڶ׼؆ԫጟԳଚᆖൄሎشऱᑓ ڤΔ༉ਢਙ࿜եቃᑓڤΙլመΔᇿհছᑓڤլٵऱਢΔຍଡᑓڤԯਢܡࡳ֮֏ ٦፹ऱԫጟᑓڤΔࢨृᎅΔਙ࿜եቃᑓڤԯਢਙࢌຝ॰ڶრᢝچቃ߻֮֏٦፹ ຍጟזᎾլؓ࿛ऱլឰૹᓤΖ ຍጟᑓڤਢڇઔߒषᄎ׌ᆠഏ୮ඒߛࠫ৫ழΔᖂृଚ࿇෼षᄎ׌ᆠഏ୮נ ࣍რᢝݮኪऱەᐞΔኙඒߛᖲᄎऱ։಻ၞ۩Աऴ൷եቃΖ،ଚլ܀ආ࠷܅ᖂ၄ ࢨ܍ᖂ၄Εཏ֗ഗ៕ඒߛ࿛֫੄Δۖ׊ࠌش಻ᠰऱֱڤᚌ٣ᙕ࠷ՠል՗ݬΖឈ ྥਙ࿜եቃய࣠ڇլٵषᄎ׌ᆠഏ୮ڶࢬլٵΔ܀ڇԫࡳ࿓৫ՂຟচஇԱ୮அ હནऱᐙ᥼Δࠡխאψ֮଀ωழཚ֠੡ࣔ᧩ΙۖࠃኔՂΔ৵ࠐऱᆖ᧭ઔߒՈ࿇ ෼Δਙ࿜եቃՈ࿇سڇॺषᄎ׌ᆠഏ୮Δ੷۟ਢᑛભഏ୮Δࠏڕലඒߛᇷᄭᚌ ٣࿯ղຆܺष೴Δ،ऱؾऱ༉ڇ࣍ڶრᢝچװচஇזᎾլؓ࿛ऱႚᎠΔᚦؓष ᄎ஁ฆΖ42 ਙ࿜եቃᑓڤऱ٥ٵ௽ᐛਢຏመܡࡳࢨຝ։ܡࡳψᜎய଺ঞωΔ๻ૠנ౨ ᅃ᥽இႨගᆢऱࠫ৫ΔشאሒࠩচஇזᎾլؓ࿛հႚᎠΖࠏڕڇխഏψ֮֏Օ ଀ࡎωழཚᖿၞऱඒߛਙ࿜—࠷௣ەᇢΔ௅ᖕਙएګ։ࡉ।෼ං៺֒ᖂΙԾڕΔ ڇֱ۫ᑛભഏ୮ऱԫࠄՕᖂ૾܅ڶۥԳጟऱᙕ࠷ᑑᄷፖයٙ࿛࿛ΖྥۖΔ੡Ա ࢬᇮఐऱਢΔਙ࿜եቃឈྥ౨ڇլٵ࿓৫Ղሒࠩচஇ୮அહནኙᄅسזऱᐙ ᥼Δլመ،ऱזᏝਢధᡏԱᖲᄎֆؓ଺ঞΙࢬאΔਙ࿜եቃࠡኔՈਢԫጟࠫ৫ 40_{ᤪඔੈΕޕࠡᚊΰ1993αΖπඒߛઝᖂᄅၞ୶ρΔ۫ڜˍೇ۫ԳاඒߛנठषΔ଄135Ζ} 41 B. Hunt(1987αΖޕᙘڳ᤟Ζπඒߛषᄎᖂ෻ᓵρΔፕקΚெগΔ଄229Ζ 42

Zhong DengǴand Donald J .TreimanǴ”The Impact of the Cultural Revolution on Trends in Educational Attainment in the Peopleps Republic of China”. American Journal of SociologyǴ vol.103Ǵno.2(Sep.1997)Ǵpp .391-428.William L .Parish,Dest ratification in China. In J .Watson(ed.),

Class and Social Stratification in Post2Revolution China. New York ǺCambridge University

(22)

ࢤऱլؓ࿛Δ׽լመ،ࢬᙇᖗऱֱٻଶړፖᇷᄭ᠏ངᑓڤઌ֘Δܛڶܓ࣍இႨ ୮அፖගᆢΖ43_{ኔᎾՂΔլ׽ਢڇ֮଀ழཚΔܛঁਢࠩԱ෼ڇΔխഏऱຍጟਙ} ࿜ࢤऱեቃՈᝫઌᅝࣔ᧩Δຍ।෼ڇඒߛᆖ၄ऱ։಻ፖދԵՂΔࠏڕᖂृኙխ ഏඒߛऱઔߒΚ ൩ࠤໂفࡋԶقǴமϯ೭ᅿڋࡋޑ߄౜൩ࢂӧၭ׸௢ՉϩભᒤᏢڋࡋǴջ ჴՉȨᑜᒤଯύȩǵȨໂᒤ߃ύȩǵȨ׸ᒤλᏢȩǴ࣬ᔈޑᒤᏢ࿶຤җϩձҗᑜǵ ໂᙼک׸ЍбǴԶࠤѱޑᒤᏢ࿶຤߾җࠤѱࡹ۬ኘීǶ ӧ೭ᅿڋࡋΠǴύѧࡹ۬ޑ଄ࡹ௲ػ࿶຤ޑ๊ε೽ϩ׫ӛΑଯ฻௲ػǶӧ ᏾ঁ90ԃжǴ೭΋೽ϩۈಖଯၲ90%ѰѓǴԶхࡴଯύӧϣޑύλᏢளډޑК ٯۈಖ҂ຬၸ1%ǴԶЪ೭٤Ԗज़ޑߎᚐΨЬाࢂჹȨύѧឦȩύλᏢޑ׫ΕǶ ߈ԃٰᗨฅቚуΑჹ೦֚Ӧ୔က୍௲ػޑජշǴՠȨΐϖȩය໔ޑᕴ׫ΕѝԖ 39ሹϡǴӧ2001ԃаࡕޑѤԃ໔Ǵ೭೽ϩၗߎϝฅόى300ሹϡǴ՞ύѧ௲ػ ଄ࡹᕴ࿶຤ޑКٯϝฅ༾Яځ༾Ƕ44 ᙟထඒߛ᧯ࠫࡉඒߛਙ࿜լឰᓳᖞΔ୮அહནፖଡԳඒߛᛧ൓հၴऱᣂএ Ո࿇سထ᧢֏Ζ45 ຍԫ࿨ᓵՈբᆖ൓ࠩխഏᖂृᆖ᧭ઔߒऱ֭གΖ46

ٔΕʳ

՛࿨ʳ

ഏփڶᣂ԰ڣԫ຃ᓰ࿓ऱᖂ๬։࣫ΔഗءՂਢൕवᢝፖᦞԺऱޅܒߡ৫੡ ׌Ζ47_{ۖࠃኔՂΔൕء֮ऱኙवᢝፖᦞԺऱ֘ઊխΔױאԱᇞवᢝፖᦞԺհၴ} 43 ৌ෌ᔕΰ1998αΖτඒߛ݁࿛ംᠲፖषᄎ൳ࠫऱᣂᜤࢤυΖሉ࣍խဎاഏֺለඒߛᖂᄎ׌ᒳΖπष ᄎ᧢ᔢխऱඒߛᖲᄎ݁࿛ρΔ؀קΚཆཕΖ 44 ്دࣥΰ2005αΖτխഏඒߛΚլؓ࿛ऱឩ്֗ࠡ೯ԺυΖπԲԼԫ׈ધጻሁठρร38ཚΖ

45_{Xueguang Zhou, The State and Life Chances in Urban China}_Κ_{Redistribution and S t ratification.}

New York ΚCambridge University Press, 2004.

46_Ꮵ壄ࣔΚ_{πഏ୮Εषᄎၸᐋࡉඒߛρ}_{ΔխഏԳاՕᖂנठषΔ2005ڣΖ} 47_ֱᐚၼΔ_{τ԰ڣԫ຃ᓰ࿓ᖂ฾Ꮖ഑հอᖞυ}_Δ_{πᓰ࿓ፖඒᖂࡱעρ} Δ2000ڣร3࠴ร1ཚΔ଄1-18Ζ ׆ছᚊΖ؀᨜խ՛ᖂᓰ࿓ਙएრᢝীኪ։࣫ऱڃ᥽ፖ୶ඨΖሉ࣍؀᨜ඒߛषᄎᖂᖂᄎ׌ᒳΔπ԰ ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛषᄎᖂ࠷ٻऱ։࣫ρΔ೏ႂΚ༚֮Δ2002ڣΔ଄101-118Ζ׆ ᐝᥞΔτૹᓤࢤ৸ፂ/໌ທࢤ৸ፂΚᖂீس੒׈੺ऱ᧤ᙀࡉඒߛޏ଀υΔሉ࣍؀᨜ඒߛषᄎᖂᖂᄎ

(23)

ڶထिᆼլ堚ऱᓤᠧᣂএΔא࢓ڇඒߛᖂᇙ᜔ਢ೗ࡳवᢝਢԫጟཏሙట෻Δڂ ڼΔᅝ۔ஃଚڇႚᎠवᢝழ᜔ਢ۞ᤚᖜ૤ૹՕऱ壀ᆣࠌࡎΔഄஎڴᇞԱवᢝΕ ᎄᇞԱᖂᎅ෻ᓵΔݦඨނ່ψటωऱवᢝႚᎠ࿯ՀԫזΖࠃኔՂΔޢଡᅝ۔ஃ ऱԳ๕լࣄ਍ထຍᑌऱኪ৫ΔᅝݺଚڇᝑᓰழΔ᜔ਢݦඨᖂسৰ堚ᄑچԱᇞ඄ ᓰփ୲Δڕ࣠ቝխ՛ᖂ߷ᑌڶඒઝ஼ऱᇩΔ߷Ꮦඒઝ஼ᇙऱ࿠ூྤԫլਢ堚堚 ᄑᄑΕࣔࣔػػऱΔݺଚᄎ૞ޣᖂسނ،ᅝ܂ట෻ಖ፽ՀࠐΔࠀאڼࠐᘝၦᖂ سऱᖂ฾ګ༉Ζ ྥۖΔኔᎾՂΔݺଚࢬႚᐾऱवᢝਢךየၸ్ٱಖΕ௽ࡳႃቸრᢝীኪא ֗ਬጟاගೣചऱΔ੷۟ױאၞԫޡᎅΔڇᖂீඒߛխΔݺଚլवլᤚ࡚ట෻ հټΔႚᎠऱথਢ֟ᑇอएृࢬཚৱऱᏝଖߓอፖ׈੺ᨠΖຍࠃኔՂ༼ᙌ߷ࠄ ൕࠃඒߛՠ܂ऱԳΔኙ۞աࢬඒᖄऱवᢝ૞ழழࠥࠥၞ۩֘৸Δܡঞݺଚࢬᘯ ऱඒߛ׽ਢܑԳٽऄ֏۞աᦞԺऱԫጟՠࠠۖբΔڇຍଡრᆠՂΔඒஃՈਢה Գ֫խऱՠࠠΔהऱ៭೭ঁਢՕၦᓤ፹อएृࢬᏁऱრᢝীኪΖ ڂڼΔൕवᢝፖᦞԺऱຍଡߡ৫ࠐ઎ΔݺଚՈױאᎅΔԫଡլࠠ֘ઊ౨Ժ ऱԳΔԫଡլམ֘৸۞աࢬඒ඄ऱवᢝऱԳΔኔڇլ౨ጠհ੡ႚሐΕ඄ᄐΕᇞ ༝ऱψ۔ஃωΖຍਢଖ൓߷ࠄᅝ۔ஃऱΕࢨਢუᅝ۔ஃऱԳ෡א੡ݹऱΖ ׌ᒳΔπ԰ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛषᄎᖂ࠷ٻऱ։࣫ρΔ೏ႂΚ༚֮Δ2002ڣΔ଄ 135-154Ζݥڶ᠞Δτൕଁ܄षᄎ۩೯෻ᓵᛀီ԰ڣԫ຃ᓰ࿓ऱψ٤෻ࢤωυΔሉ࣍؀᨜ඒߛषᄎ ᖂᖂᄎ׌ᒳΔπ԰ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛषᄎᖂ࠷ٻऱ։࣫ρΔ೏ႂΚ༚֮Δ2002ڣΔ ଄361-376ΖࣥسႚΔτ԰ڣԫ຃ᓰ࿓ऱषᄎᖂ։࣫υΔሉ࣍խဎاഏᓰ࿓ፖඒᖂᖂᄎ׌ᒳΔπ԰ ڣԫ຃ᓰ࿓հ୶ඨρΔ1999ڣΔ؀קΔཆཕΔ଄1-28ΖૃॾᔃΔτψᖑᚲऱᑗႼωΚ٦৸԰ڣԫ຃ ᘜԵᤜᠲᓰ࿓υΔሉ࣍؀᨜ඒߛषᄎᖂᖂᄎ׌ᒳΔπ԰ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛषᄎᖂ ࠷ٻऱ։࣫ρΔ೏ႂΚ༚֮Δ2002ڣΔ଄393-406Ζຫ܄ᑾΔτ԰ڣԫ຃ᓰ࿓ऱ෻࢚ፖ෻ᓵ։࣫υΔ ሉ࣍խဎاഏඒޗઔߒ࿇୶ᖂᄎ׌ᒳΔπᝬٻᓰ࿓ᄅધց--԰ڣԫ຃ᓰ࿓ઔಘᄎᓵ֮ႃρΰՂαΔ ؀קΚխဎاഏඒޗઔߒ࿇୶ᖂᄎΔ1999ڣΖᑛشسΔτൕψᓰ࿓อᖞωऱᄗ࢚ေ࣫԰ڣԫ຃ ᓰ࿓υΔπඒߛઔߒᇷಛρ1999ڣร7࠴ร1ཚΔ଄22-32ΖᑛشسΔτ԰ڣԫ຃ᓰ࿓հψᑨڇᓰ࿓ω ေ࣫υΔሉ࣍խဎاഏඒޗઔߒ࿇୶ᖂᄎ׌ᒳΔπᝬٻᓰ࿓ᄅધց--԰ڣԫ຃ᓰ࿓ઔಘᄎᓵ֮ ႃρΔΰՂαΔ؀קΔխဎاഏඒޗઔߒ࿇୶ᖂᄎΔ1999ڣΔ଄19-33Ζ

(24)

ୖԵЎ᝘!

!

խဎاഏֺለඒߛᖂᄎΰ׌ᒳαΰ1998αΖπषᄎ᧢ᔢխऱඒߛᖲᄎ݁࿛ρΖ؀קΚ ཆཕΖ խဎاഏඒޗઔߒ࿇୶ᖂᄎΰ׌ᒳαΰ1999αΖπᝬٻᓰ࿓ᄅધց--԰ڣԫ຃ᓰ ࿓ઔಘᄎᓵ֮ႃΰՂαρΖ؀קΚխဎاഏඒޗઔߒ࿇୶ᖂᄎΖ խဎاഏᓰ࿓ፖඒᖂᖂᄎΰ׌ᒳαΰ1999αΖπ԰ڣԫ຃ᓰ࿓հ୶ඨρΖ؀קΚཆ ཕΖ ֱᐚၼΰ2000αΖτ԰ڣԫ຃ᓰ࿓ᖂ฾Ꮖ഑հอᖞυΖπᓰ࿓ፖඒᖂࡱעρΔ3ΰ1αΔ 1-8Ζ ׆ছᚊΰ2002αΖτ؀᨜խ՛ᖂᓰ࿓ਙएრᢝীኪ։࣫ऱڃ᥽ፖ୶ඨυΖሉ࣍؀ ᨜ඒߛषᄎᖂᖂᄎΰ׌ᒳαΔπ԰ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛषᄎᖂ ࠷ٻऱ։࣫ρΔ଄101-118Ζ೏ႂΚ༚֮Ζ ׆ᐝᥞΰ2002αΖτૹᓤࢤ৸ፂ/໌ທࢤ৸ፂΚᖂீس੒׈੺ऱ᧤ᙀࡉඒߛޏ଀υΖ ሉ࣍؀᨜ඒߛषᄎᖂᖂᄎΰ׌ᒳαΔπ԰ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛ षᄎᖂ࠷ٻऱ։࣫ρΔ଄135-154Ζ೏ႂΚ༚֮Ζ ؀᨜ඒߛषᄎᖂᖂᄎΰ׌ᒳαΰ2002αΖπ԰ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛ षᄎᖂ࠷ٻऱ։࣫ρΖ೏ႂΚ༚֮Ζ ݥڶ᠞ΰ2002αΖτൕଁ܄षᄎ۩೯෻ᓵᛀီ԰ڣԫ຃ᓰ࿓ऱψ٤෻ࢤωυΖሉ࣍ ؀᨜ඒߛषᄎᖂᖂᄎΰ׌ᒳαΔπ԰ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛषᄎ ᖂ࠷ٻऱ։࣫ρΔ଄361-376Ζ೏ႂΚ༚֮Ζ ޕࣲ॑Εᓐි໿Ε᝔֮ဎΰ2008αΖτ๗ഏዊษᇩᒼ್׀ ᝔ᛜᙊᖌΕᣄ૕ٵυΖ ሉπ۞طழ໴ρΰሽ՗໴αΔ2008ڣ3ִ17ֲΖ

(25)

ާᣝᄅΰ2009αΖτᔡሖᖂس፿ߢ႞୭υΖπᦰᐊִעᄅඒߛρΔร3ཚΖ ࣥسႚΰ1999αΖτ԰ڣԫ຃ᓰ࿓ऱषᄎᖂ։࣫υΖሉ࣍խဎاഏᓰ࿓ፖඒᖂᖂ ᄎΰ׌ᒳαΔπ԰ڣԫ຃ᓰ࿓հ୶ඨρΰ଄1-28αΖ؀קΚཆཕΔΖ ৌ෌ᔕ(1998)Ζτඒߛ݁࿛ംᠲፖषᄎ൳ࠫऱᣂᜤࢤυΖሉ࣍խဎاഏֺለඒߛ ᖂᄎΰ׌ᒳαΔπषᄎ᧢ᔢխऱඒߛᖲᄎ݁࿛ρΔ଄181-218Ζ؀קΚཆཕΖ ৌ෌ᔕΰ2003αΖτඒஃਢറᄐࢨਢᨠ࢚១໢ࢤऱ࢘ᇨച۩ृΛ֮֏٦፹෻ᓵऱ ᛀᢞυΖπඒߛઔߒႃעρΔ49ΰ4αΔ93-126Ζ ૃॾᔃΰ2002αΖτψᖑᚲऱᑗႼωΚ٦৸԰ڣԫ຃ᘜԵᤜᠲᓰ࿓υΖሉ࣍؀᨜ඒ ߛषᄎᖂᖂᄎΰ׌ᒳαΔπ԰ڣԫ຃ᓰ࿓ፖඒߛޏ଀ᤜᠲΚඒߛषᄎᖂ࠷ٻ ऱ։࣫ρΔ଄393-406Ζ೏ႂΚ༚֮Ζ ൈةՆΰ2007αΖτڃូس੒׈੺ऱඒߛᖂυΖπխഏඒߛᖂᄎඒߛഗء෻ᓵറᄐ ࡡ୉ᄎ2007ڣڣᄎρΰ10ִ13-15ֲαΔ۫ڜΖ ്Գໃΰ׌ᒳαΰ1989αΖπഏ؆ඒߛषᄎᖂഗء֮ᙇρΖՂ௧ΚဎࣟஃᒤՕᖂΖ ്دࣥΰ2005αΖτխഏඒߛΚլؓ࿛ऱឩ്֗ࠡ೯ԺυΖπԲԼԫ׈ધρΰଉཽαΔ ሽ՗ጻሁठΔ38ཚΰ5ִᇆαΖ ്ᓡഏΰ2010αΖτ፿ߢᆖᛎᖂԿՕࡎᠲΙԳԺᇷءΕֆ٥ข঴ࡉࠫ৫υΖπխഏ षᄎઝᖂ໴ρΔร8ठΰ2ִ23ֲαΖ ຫ܄ᑾΰ1999αΖτ԰ڣԫ຃ᓰ࿓ऱ෻࢚ፖ෻ᓵ։࣫υΖሉ࣍խဎاഏඒޗઔߒ ࿇୶ᖂᄎΰ׌ᒳαΔπᝬٻᓰ࿓ᄅધց--԰ڣԫ຃ᓰ࿓ઔಘᄎᓵ֮ႃΰՂαρΔ ଄10-18Ζ؀קΚխဎاഏඒޗઔߒ࿇୶ᖂᄎΖ ຫഏ৯ΰ2001αΖπषᄎᏆ഑ᓰ࿓ፖඒᖂρΖ؀קΚᖂ༄֮֏Ζ ዼᐚ⑍ΰ2005αΖτ፿ߢΕॾஒΕࠫ৫ய෷ऱᆖᛎᖂ։࣫υΖπ၆ڠՕᖂᖂ໴ρΔ 23ΰ2αΔ57-61Ζ Ꮵ壄ࣔΰ2005αΖπഏ୮ΕषᄎၸᐋࡉඒߛρΖקࠇΚխഏԳاՕᖂΖ

(26)

Ꮵᣝੳΰ2003αΖτᓵ֣౿ዿ垸܄஑ཎࡖऱඒᖂᇩ፿෻ᓵυΖπקࠇஃᒤՕᖂᖂ໴ ΰषᄎઝᖂठαρΔ4Δ139-144Ζ Ꮹאᔃΰ׌ᒳαΰ1992αΖπֱ۫ඒߛषᄎᖂ֮ᙇρΖ؀קΚնতΖ ᑛشسΰ1999aαΖτ԰ڣԫ຃ᓰ࿓հψᑨڇᓰ࿓ωေ࣫υΖሉ࣍խဎاഏඒޗઔ ߒ࿇୶ᖂᄎ׌ᒳΔπᝬٻᓰ࿓ᄅધց--԰ڣԫ຃ᓰ࿓ઔಘᄎᓵ֮ႃΰՂαρΔ ଄19-33Ζ؀קΔխဎاഏඒޗઔߒ࿇୶ᖂᄎΖ ᑛشسΰ1999bαΖτൕψᓰ࿓อᖞωऱᄗ࢚ေ࣫԰ڣԫ຃ᓰ࿓υΖπඒߛઔߒᇷ ಛρΔ7ΰ1αΔ22-32Ζ ᙒاᔕΰ2001αΖτᓵભഏᖂீඒߛࠫ৫ऱኔᔆυΖπקࠇՕᖂᖂ໴ΰୃषठαρΔ 2Δ127-138Ζ ᤪඔੈΕޕࠡᚊΰ1993αΖπඒߛઝᖂᄅၞ୶ρΖ۫ڜΚೇ۫ԳاඒߛΖ

Atkinson, P. (1985). Language, structure and reproduction: An introduction to the

sociology of Basil Bernstein. London: Methuen.

Bernstein, B. (1970). A sociolinguistic approach to socialization: With some reference to educability. In F. Williams (Ed.). Language and poverty:

Perspectives on a theme (pp. 25-61). Chicago: Markham.

Bernstein, B. (1970). Education Cannot Compensate for Society. New Society 387, 344-347.

Bernstein, B. (1977). Class, Codes and Control, Vol 3: Towards a Theory of

Educational Transmission, 2nd ed., London, Routledge and Kegan Paul.

Bernstein, B. (1977). “Class and pedagogy: visible and invisible.” In Karabel, J. and Halsey, A. H.(Ed.), Power and deology in education(pp.511-534). New York Oxford University Press.

Bernstein, B. (1982).“Codes, Modalities and the Process of Cultural Reproduction: A Model” in Apple, M, W.(ed), Cultural and Economic Reproduction in

Education. Boston and London, Routledge & Kegan Paul.

(27)

ሉ്࣍Գໃΰ׌ᒳαΔπഏ؆ඒߛषᄎᖂഗء֮ᙇρΰ଄399-420αΖՂ ௧ΚဎࣟஃᒤՕᖂΖʳ

Bernstein, B.ΰ଺ထαΔ്᎖૨ΰ᤟αΰ1992αΖτၸ్ፖඒᖂऄΚڶݮऱፖྤݮ

ऱυΖሉ࣍Ꮹאᔃΰ׌ᒳαΖπֱ۫ඒߛषᄎᖂ֮ᙇρΰ଄473-507αΖ؀קΚ

նতΖ

Deng, Z., & D. J. Treiman (1997). The Impact of the Cultural Revolution on Trends in Educational Attainment in the Peopleps Republic of China. American

Journal of Sociology, 103(2), 391-428.

Foucault, M.(1979). Discipline and punish: The birth of the prison. A. Sheridan, (Trans.) New York: Random House.

Foucault, M.(1980). Power/ Knowledge: Selected interviews and other writings by

Michel Foucault. New York: Pantheon Books.

Foucault, M. (1988).Politics, Philosophy, Culture: Interviews and Other Writing 1977-1984. L. D. Kritzman (Ed.). London: Routledge.

Foucault, M.(1990). The history of sexuality, vol.3: The care of self. R. Hurley (Trans). Harmondsworth: Penguin.

Foucault, M.ΰ଺ထαΔᏥקګΕᄘ᎛᚛ΰٽ᤟αΰ1992αΖπ๵ಝፖᡕፆņ጑ጂऱ

ᓭسρΖፕקΚெগΖ

Habermasΰ଺ထαΔພࡴᆠΰ᤟αΰ1983αΖτေۺሒᚈዿऱπట෻ፖֱऄρԫ

஼υΖπୃᖂ᤟ហρΔร3ཚΖ

Hunt, B.ΰ଺ထαΔޕᙘڳΰ᤟αΰ1987αΖπඒߛषᄎᖂ෻ᓵρΖፕקΚெগΖ

Parish, W. L. (1984). Destratification in China. In J. Watson (Ed.), Class and Social

Stratification in. Post2Revolution China. New York: Cambridge University

Press.

Saussure, F. deΰ଺ထα೏້ࣔΰ᤟αΰ1980αΖπཏຏ፿ߢᖂඒ࿓ρΖקࠇΚ೸೭

(28)

Whitney, W. D. (1875).The life and growth of language : An Outline of Linguistic

Science . New York : D. Appleton and company.

ҵoung, ҩ.ΰ଺ထαΔ᝔ፂࡉΰٽ᤟αΰ2002αΖπवᢝፖ൳ࠫρΖՂ௧Κဎࣟஃ

ՕΖ

Zhou, X. (2004). The State and Life Chances in Urban China: Redistribution and