[1]马维娜.教育：“有价”“无价”的互构究竟是怎样的？——“泽利泽视角”的触发[J].南京师大学报(社会科学版),2019,(05):022-31.
MA Weina.How Do the Elements“ with Price” and“ without Price” Configure EachOther in Education?: An Analysis Triggered by“ the Zelizer Perspective”[J].Journal of Nanjing Normal University (Social Science Edition),2019,(05):022-31.
点击复制
教育：“有价”“无价”的互构究竟是怎样的？——“泽利泽视角”的触发
《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]
- 卷:
-
- 期数:
-
2019年05期
- 页码:
-
022-31
- 栏目:
-
教育学研究
- 出版日期:
-
2019-09-25
文章信息/Info
- Title:
-
How Do the Elements“ with Price” and“ without Price” Configure EachOther in Education?: An Analysis Triggered by“ the Zelizer Perspective”
- 作者:
-
马维娜
-
江苏省教育科学研究院（南京210013）。
- Author(s):
-
MA Weina
-
Jiangsu Academy of Educational Sciences (Nanjing 210013)
-
- 关键词:
-
泽利泽视角; 有价无价; 胶着互构
- Keywords:
-
the Zelizer Perspective; with price and without price; entangled mutual configuration
- 摘要:
-
在经济因素与非经济因素的相互建构中，经济类的有价与情感类的无价既不是非此即彼的事，也不是孰重孰轻的事，更不是轮廓鲜明的事，它们彼此胶着、相互渗透、不断影响、深远转变。泽利泽视角对当代教育“有价”“无价”互构的研究触发本文聚焦于三点：孩子之于家庭，不仅饱含情感无价性，而且深蕴未来经济有用性，“母职经济人”可能充当“有价”“无价”的互构合成体；学生之于学校，不仅存有“今天我以学校为荣”的情感无价与现实有用，而且具备“明天学校以我为荣”的情感有价与经济有价，“效用选择”可能充当“有价”“无价”的互构合成体；培训之于知识，不仅把家庭对孩子情感无价的呵护无缝转接为对有用知识平台的倚赖，而且让知识借助市场获得价格的普遍认同，“货币象征”可能充当“有价”“无价”的互构合成体。
- Abstract:
-
In the mutual configuration between economic factors and non-economic factors, being valuable ineconomic terms and being priceless in emotional terms are not mutually exclusive: one does not take priorityover the other, nor is one clearly separated from the other. That is to say, the two notions are closely tied toeach other, penetrate into each other, continuously influence each other, and present profound changes. Theresearch of“ the Zelizer Perspective” on the mutual configuration between the factors whose value can bemeasured by price (i.e. factors“ with price”) and those whose value cannot be measured by price (i.e. factors“without price”) in contemporary education enables the present paper to focus on the following three issues.To families, children not only present priceless emotional attachment, but also imply future economic value: itis the“ economic person in the form of motherhood” that makes possible the mutual configuration between thetwo types of factors mentioned above. To schools, students are not only emotionally“ priceless” and of somepractical value, as captured by the saying“ Today we feel proud of our school”, but also have emotional andeconomic values which can be measured by“ prices” in future, as captured by the saying“ Tomorrow the schoolwill be proud of me”: here“, utility-based choices” can serve as the basis for the mutual configuration betweenthe two types of factors.When it comes to the relationship between knowledge and extracurricular tutoring, thecare provided by the family that cannot be measured by“ prices” is seamlessly transferred to the dependenceon the tutoring platform believed to supply useful knowledge, where the market enables the knowledge tobe measured by generally accepted prices: here, the monetary symbols can serve as the basis for the mutualconfiguration between the two types of factors at issue.
备注/Memo
- 备注/Memo:
-
马维娜，教育学博士，江苏省教育科学研究院研究员（南京210013）。
MA Weina, PhD in Education, is Professorial Research Fellow at Jiangsu Academy ofEducational Sciences (Nanjing 210013).
更新日期/Last Update:
2019-09-25