学校恐惧论
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摘要
学校恐惧是不可忽略的现象。现有的研究大多将之视为阻碍学生发展的消极因素,虽不无道理,但似乎不甚全面。其实,其作用具有双重性质,既可阻碍亦可促进学生发展。只有辩证地认识其作用的正反两个方面,客观地展现其是非功过才能使人们对之有更深入更准确地理解。
厘定学校恐惧的概念是本文的起点。它指学生就学校教育情境(或其特定要素)对自身存在价值的作用进行评估而产生的防御性焦虑。这意味着它是主客观的统一体。从客观方面看,学校教育情境是其根源,没有它学校恐惧便成无源之水。从主观方面看,学生的感受是其反映形式,如果学生虽面对特定教育情境却毫无感受或仅有愉悦感受,学校恐惧也无从谈起。学校恐惧具有多种品格,文化性与历史性、被建构性与感染性等尤为突出。按照特定标准可将之划分为多种类型。除了具有根本性意义的“缺爱恐惧”外,还有“学业恐惧”与“人缘恐惧”,“失败恐惧”与“成功恐惧”,“积极恐惧”与“消极恐惧”之别。
学校恐惧有影响程度的差异性和发展上的层级性。在发展层级上,学校恐惧具有轻度、中度、重度和极度四个层级,是由低到高的序列。但它们不是线性关系,不同层级的内容彼此重叠或交融。而且不同层级的主要表现虽有差异,但根源大致相同。
学校恐惧的成因虽多种多样,但可大别为家庭与教育两大种类,分名为“家庭成因”(家庭因素)和“教育成因”(教育生产)。由家庭成因生产的学校恐惧,主要特征是“虚弱主体性”,指家长弱化孩子主体性的状态。也就是说在家庭教育过程中,家长认为孩子不具备完全的主体性或低估其主动性,采取种种手段以自己的主体性取代孩子主体性,以至孩子的主体性被遮蔽或弱化。由此生产学校恐惧的主要路径有二：一是过度保护,二是过度控制。由教育成因生产的学校恐惧,主要特征是学校教育以精英文化为基本标准、精英文化和胜者文化以及控制文化大行其道,对所有学生进行毫无变通的刻板要求。它生产学校恐惧的主要路径有三：其一,教育制度生产,通过筛选式的精英教育制度制造学校恐惧。其二教育过程生产,使等级制师生关系、严峻的教导方式、苛刻的学校规范、竞争性学生关系等成为致恐因子。其三,教育评价生产,唯分数的单一的教育评价催生并强化学校恐惧。
学校恐惧虽然对学生发展有诸多的阻碍作用,但亦有积极意义。这是由学生身心特定状况和学习的特殊性等决定的。尽管一般情况下消极意义居多,两者不能平分秋色,但看到学校恐惧的双重性十分重要。因而正确对待学校恐惧的态度不是简单地否定和消解,而是合理利用其积极因素,将消极因素转化为积极因素。它的积极意义分存于“本体”和“工具”两个方面。其本体意义来自恐惧的原始内涵,警示学生“远离危险、保存价值”。由此衍生出多种工具意义,如学习驱动作用和道德发展作用以及战胜消极恐惧对完善学生自我的作用等。不过,这些积极意义的发挥至少要满足以下条件：利用学校恐惧的计划性、确保学校恐惧的教育性、发挥学校恐惧的辅助性以及使用学校恐惧的个别性。应当强调,与积极意义相比,学校恐惧的消极影响更不可小觑,处理不当,它会造成信任丧失、权威屈从和保守行事等限制学生发展的后果。
深入探索缓解或转化消极恐惧是本文的重要使命。帮助学生重构可欲状态,引导学生确认自身价值安全,任重道远,须攻坚克难。这需要整体变革教育文化,使其消极方面褪色甚至根除,让以关怀为核心的关心文化登场并扮演主要的教育角色。关心文化之路可分为教育之路和人格之路,前者着重改变学校教育中不合理的致恐因子,帮助学生形成合理的恐惧观念、改善学生在校人际关系、增加学生的教学参与,构建学术安全课堂。后者重在转变学生容易受恐惧束缚的人格特质,变自卑为自尊、变片面归因为全面归因,加快学生“掌握导向”的发展。
The fear in School is a phenomenon can not be ignored. Most existed research saw it as negative factor that hinder rhe development of students, although it is reasonable, but not comprehensive. In fact, its role has a dual nature, can hinder as well as promote the development of students. In order to make deeper and more accurate undersanding of Fear in Scool, we must recognize its merits and demerits.
Deternined the concept of Fear in School is the starting point of this article. It refers to a defensive anxiety generated by the assessment of students about the effect of school education context (or specific elements)on their inherent value. This means that it is the unity of subjective and objective. From the objective side, school education context is the root of Fear in School. From the subjective side, the feelings of students is the reflecting form of Fear in School, if students has no feelings, or just pleasant feelings, Fear in school will not existed. Fear in School has many character, the most prominent are cultural, historic constructive and infectious. In accoedance with specific criteria, Fear in School can bei divided into a variety of types. In addition to the fundamental importance of "lack of love fear", It can be divided into "academic fear"and "social fear","fear of failure" and "fear of success","positive fear" and "negative fear".
Fear in School has different influential degree and development level. It has four-level sequence from low to high:mild, moderate, severe and extreme. But they are not a linear relationship, the contents of different levels overlap with each other. Although the content of different levels has different performance, the cause is roughly the same.
There are two kinds of causes produce Fear in School, one is "family causes"(family factor), the other is "education causes"(education production). The main feature of Fear in School produced by family causes is "weak subjectivity", it refers to status of parents weaken their children's subjectivity. In family education process, parents think that children do not have full subjectivity, or underestimate their initiative, so they adopt various means to replace children's subjectivity with their own, this makes children's subjectivity obscured or weakened. Family produce Fear in School in two ways:overly protective and overly control. Education produce Fear in School through opular elite cultural, and the main path are three:First, education produce fear through elite education system. Second, the education process production, make hierarchy of teacher-student relationship, grim teachings and norms, competitive students relationship to be factors cause fear. Third, the production of education evaluation, use score as the only criterion produce and strengthen Fear in School.
Although Fear in School plays many obstacle roles, it does have positive meanings, this is decided by sutdents's specific condition of physically and mentally, as well as the feature of learning. Despite in most time, Fear in School has negatve significance, but it is important to see the duality of Fear in School. So the properly attitude to Fear in School is not simply deny and digestion, but make rational use of the positive factors and turn negative factors into positive. Its positive significance contents "noumenon" aspect and "tool" aspect. The noumenon significance comes from original connotation of fear, warning students "away from danger, save the value". Thus derive a variety of tool significance, such as learning-driven role and moral development role, as well as the improvement of student's self through overcome negative fear. However, in order to exert these positive meaning, the following criteria must be meet:exert Fear in School in plan, enable the educational of Fear in School, use Fear individuality in School in subsidarity level. It should be emphasized that, compared with the positive significance Fear in School, we must pay more attenation to its negative impact. If not handled properly, it will cause the loss of trust, authority subservient and conservative, all do harm to the development of student.
Explore the relieve or transformation of negative fear is the mission of article. It is important to help students reconfigurable desireable and guide them comfirm the safety of their own values. Thus the culture of education must be reconstructed, its negative aspects must fade or even disappear, and we also use culture of care to replace it. The road of care culture can be divided into the road of education and road of personality, the former focus on changing unreasonable factors cause fear in school education, help students form reasonable concept of fear, improve the interpersonal relationship of students' at school, increase students' participation, and construct academic security classroom. The letter focuses on the transition of students' personality easily bound by fear, change self-abased to self-esteem, and accelerate the development of students'"mastered oriented".
厘定学校恐惧的概念是本文的起点。它指学生就学校教育情境(或其特定要素)对自身存在价值的作用进行评估而产生的防御性焦虑。这意味着它是主客观的统一体。从客观方面看,学校教育情境是其根源,没有它学校恐惧便成无源之水。从主观方面看,学生的感受是其反映形式,如果学生虽面对特定教育情境却毫无感受或仅有愉悦感受,学校恐惧也无从谈起。学校恐惧具有多种品格,文化性与历史性、被建构性与感染性等尤为突出。按照特定标准可将之划分为多种类型。除了具有根本性意义的“缺爱恐惧”外,还有“学业恐惧”与“人缘恐惧”,“失败恐惧”与“成功恐惧”,“积极恐惧”与“消极恐惧”之别。
学校恐惧有影响程度的差异性和发展上的层级性。在发展层级上,学校恐惧具有轻度、中度、重度和极度四个层级,是由低到高的序列。但它们不是线性关系,不同层级的内容彼此重叠或交融。而且不同层级的主要表现虽有差异,但根源大致相同。
学校恐惧的成因虽多种多样,但可大别为家庭与教育两大种类,分名为“家庭成因”(家庭因素)和“教育成因”(教育生产)。由家庭成因生产的学校恐惧,主要特征是“虚弱主体性”,指家长弱化孩子主体性的状态。也就是说在家庭教育过程中,家长认为孩子不具备完全的主体性或低估其主动性,采取种种手段以自己的主体性取代孩子主体性,以至孩子的主体性被遮蔽或弱化。由此生产学校恐惧的主要路径有二：一是过度保护,二是过度控制。由教育成因生产的学校恐惧,主要特征是学校教育以精英文化为基本标准、精英文化和胜者文化以及控制文化大行其道,对所有学生进行毫无变通的刻板要求。它生产学校恐惧的主要路径有三：其一,教育制度生产,通过筛选式的精英教育制度制造学校恐惧。其二教育过程生产,使等级制师生关系、严峻的教导方式、苛刻的学校规范、竞争性学生关系等成为致恐因子。其三,教育评价生产,唯分数的单一的教育评价催生并强化学校恐惧。
学校恐惧虽然对学生发展有诸多的阻碍作用,但亦有积极意义。这是由学生身心特定状况和学习的特殊性等决定的。尽管一般情况下消极意义居多,两者不能平分秋色,但看到学校恐惧的双重性十分重要。因而正确对待学校恐惧的态度不是简单地否定和消解,而是合理利用其积极因素,将消极因素转化为积极因素。它的积极意义分存于“本体”和“工具”两个方面。其本体意义来自恐惧的原始内涵,警示学生“远离危险、保存价值”。由此衍生出多种工具意义,如学习驱动作用和道德发展作用以及战胜消极恐惧对完善学生自我的作用等。不过,这些积极意义的发挥至少要满足以下条件：利用学校恐惧的计划性、确保学校恐惧的教育性、发挥学校恐惧的辅助性以及使用学校恐惧的个别性。应当强调,与积极意义相比,学校恐惧的消极影响更不可小觑,处理不当,它会造成信任丧失、权威屈从和保守行事等限制学生发展的后果。
深入探索缓解或转化消极恐惧是本文的重要使命。帮助学生重构可欲状态,引导学生确认自身价值安全,任重道远,须攻坚克难。这需要整体变革教育文化,使其消极方面褪色甚至根除,让以关怀为核心的关心文化登场并扮演主要的教育角色。关心文化之路可分为教育之路和人格之路,前者着重改变学校教育中不合理的致恐因子,帮助学生形成合理的恐惧观念、改善学生在校人际关系、增加学生的教学参与,构建学术安全课堂。后者重在转变学生容易受恐惧束缚的人格特质,变自卑为自尊、变片面归因为全面归因,加快学生“掌握导向”的发展。
The fear in School is a phenomenon can not be ignored. Most existed research saw it as negative factor that hinder rhe development of students, although it is reasonable, but not comprehensive. In fact, its role has a dual nature, can hinder as well as promote the development of students. In order to make deeper and more accurate undersanding of Fear in Scool, we must recognize its merits and demerits.
Deternined the concept of Fear in School is the starting point of this article. It refers to a defensive anxiety generated by the assessment of students about the effect of school education context (or specific elements)on their inherent value. This means that it is the unity of subjective and objective. From the objective side, school education context is the root of Fear in School. From the subjective side, the feelings of students is the reflecting form of Fear in School, if students has no feelings, or just pleasant feelings, Fear in school will not existed. Fear in School has many character, the most prominent are cultural, historic constructive and infectious. In accoedance with specific criteria, Fear in School can bei divided into a variety of types. In addition to the fundamental importance of "lack of love fear", It can be divided into "academic fear"and "social fear","fear of failure" and "fear of success","positive fear" and "negative fear".
Fear in School has different influential degree and development level. It has four-level sequence from low to high:mild, moderate, severe and extreme. But they are not a linear relationship, the contents of different levels overlap with each other. Although the content of different levels has different performance, the cause is roughly the same.
There are two kinds of causes produce Fear in School, one is "family causes"(family factor), the other is "education causes"(education production). The main feature of Fear in School produced by family causes is "weak subjectivity", it refers to status of parents weaken their children's subjectivity. In family education process, parents think that children do not have full subjectivity, or underestimate their initiative, so they adopt various means to replace children's subjectivity with their own, this makes children's subjectivity obscured or weakened. Family produce Fear in School in two ways:overly protective and overly control. Education produce Fear in School through opular elite cultural, and the main path are three:First, education produce fear through elite education system. Second, the education process production, make hierarchy of teacher-student relationship, grim teachings and norms, competitive students relationship to be factors cause fear. Third, the production of education evaluation, use score as the only criterion produce and strengthen Fear in School.
Although Fear in School plays many obstacle roles, it does have positive meanings, this is decided by sutdents's specific condition of physically and mentally, as well as the feature of learning. Despite in most time, Fear in School has negatve significance, but it is important to see the duality of Fear in School. So the properly attitude to Fear in School is not simply deny and digestion, but make rational use of the positive factors and turn negative factors into positive. Its positive significance contents "noumenon" aspect and "tool" aspect. The noumenon significance comes from original connotation of fear, warning students "away from danger, save the value". Thus derive a variety of tool significance, such as learning-driven role and moral development role, as well as the improvement of student's self through overcome negative fear. However, in order to exert these positive meaning, the following criteria must be meet:exert Fear in School in plan, enable the educational of Fear in School, use Fear individuality in School in subsidarity level. It should be emphasized that, compared with the positive significance Fear in School, we must pay more attenation to its negative impact. If not handled properly, it will cause the loss of trust, authority subservient and conservative, all do harm to the development of student.
Explore the relieve or transformation of negative fear is the mission of article. It is important to help students reconfigurable desireable and guide them comfirm the safety of their own values. Thus the culture of education must be reconstructed, its negative aspects must fade or even disappear, and we also use culture of care to replace it. The road of care culture can be divided into the road of education and road of personality, the former focus on changing unreasonable factors cause fear in school education, help students form reasonable concept of fear, improve the interpersonal relationship of students' at school, increase students' participation, and construct academic security classroom. The letter focuses on the transition of students' personality easily bound by fear, change self-abased to self-esteem, and accelerate the development of students'"mastered oriented".
引文
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② 这里涉及到个体与群体之间的关系问题。本研究此处的观点得益于安·兰德的客观主义伦理学,她认为群体事实上并不存在,我们称其为群体只是一种形象化的说法。因而“正如不存在集体主义或种族主义思维,同样也不存在集体主义或种族主义成就。世界上只存在个人思维和个人成就,而闻名不是毫无差别的群众的匿名产物,而是个人智力成就的总和。”研究者虽然不赞同兰德的这种极端观点,但是认可她对个体的强调。详见：[美]安·兰德.自私的德性[M].焦晓菊,译.北京：华夏出版社,2007：128-137.
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② 弗洛伊德将焦虑区分为真实(现实)焦虑和神经症焦虑,其中所谓真实焦虑指的其实就是恐惧,这可由他的论述得到佐证。他认为：“真实的焦虑对我们来说是一件非常合理和可理解的事情。我们可以把它说成是对一种外部危险——即一种预料到或预见到的伤害——的知觉的反应。它与逃避反射相结合,可以被看作是自我保存本能的一种表现……野蛮人害怕大炮或日蚀,而白人既懂得操弄大炮又能够预测天象,他在这种情境下就不会焦虑。”本文此处所引弗洛伊德口中之焦虑即为真实焦虑。详见：[奥]西格蒙德·弗洛伊德.精神分析导论讲演[M].周泉,严泽胜,赵强海,译.北京：国际文化出版公司,2000：345.[奥]西格蒙德·弗洛伊德.精神分析导论讲演新篇[M].程小平,王希勇,译.北京：国际文化出版公司,2000：79.
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③ 当然这里说的是大部分情况,并不排除两种例外：一种情况指的是部分学校仍然存在的教师殴打学生的暴力事件,这在媒体上也常有报道,但是这种现象毕竟并非主流。另一种情况则为变相体罚。变相体罚虽然与体罚有诸多类似之处,但毕竟不再以直接伤害学生身体作为手段,在这个意义上可以说学生对传统体罚的恐惧已远没之前那么巨大。
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② 这里涉及到个体与群体之间的关系问题。本研究此处的观点得益于安·兰德的客观主义伦理学,她认为群体事实上并不存在,我们称其为群体只是一种形象化的说法。因而“正如不存在集体主义或种族主义思维,同样也不存在集体主义或种族主义成就。世界上只存在个人思维和个人成就,而闻名不是毫无差别的群众的匿名产物,而是个人智力成就的总和。”研究者虽然不赞同兰德的这种极端观点,但是认可她对个体的强调。详见：[美]安·兰德.自私的德性[M].焦晓菊,译.北京：华夏出版社,2007：128-137.
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② 弗洛伊德将焦虑区分为真实(现实)焦虑和神经症焦虑,其中所谓真实焦虑指的其实就是恐惧,这可由他的论述得到佐证。他认为：“真实的焦虑对我们来说是一件非常合理和可理解的事情。我们可以把它说成是对一种外部危险——即一种预料到或预见到的伤害——的知觉的反应。它与逃避反射相结合,可以被看作是自我保存本能的一种表现……野蛮人害怕大炮或日蚀,而白人既懂得操弄大炮又能够预测天象,他在这种情境下就不会焦虑。”本文此处所引弗洛伊德口中之焦虑即为真实焦虑。详见：[奥]西格蒙德·弗洛伊德.精神分析导论讲演[M].周泉,严泽胜,赵强海,译.北京：国际文化出版公司,2000：345.[奥]西格蒙德·弗洛伊德.精神分析导论讲演新篇[M].程小平,王希勇,译.北京：国际文化出版公司,2000：79.
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③ 当然这里说的是大部分情况,并不排除两种例外：一种情况指的是部分学校仍然存在的教师殴打学生的暴力事件,这在媒体上也常有报道,但是这种现象毕竟并非主流。另一种情况则为变相体罚。变相体罚虽然与体罚有诸多类似之处,但毕竟不再以直接伤害学生身体作为手段,在这个意义上可以说学生对传统体罚的恐惧已远没之前那么巨大。
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