本文關(guān)鍵詞：現(xiàn)代化進(jìn)程中的英國公民教育研究　出處：《東北師范大學(xué)》2008年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 公民教育 公民資格 現(xiàn)代化 國家建構(gòu) 英國

【摘要】： 公民教育是與現(xiàn)代國家相伴相生的。二者之間的這種關(guān)系似乎是無可非議的。然而,在英國現(xiàn)代化進(jìn)程中,現(xiàn)代國家與公民教育之間的關(guān)系卻成為了英國人長期猶疑的難題。實際上,英國遇到的問題對于每一個尚未實施正規(guī)公民教育或者是已經(jīng)擁有成熟公民教育體系的國家來說,都是值得深思的。公民教育與現(xiàn)代國家之間的關(guān)系是否具有客觀必然性?如果答案是肯定的(正如其他早發(fā)現(xiàn)代國家的公民教育所表現(xiàn)的那樣),那么,二者之間又是基于什么因素產(chǎn)生的關(guān)聯(lián)?產(chǎn)生了怎樣一種關(guān)聯(lián)?這也正是本論文的切入點。 第一章確立英國公民教育的分析框架。首先,明確國家建構(gòu)這一研究視角,并將現(xiàn)代化進(jìn)程中的國家建構(gòu)解析為民族國家建構(gòu)與民主國家建構(gòu)兩個維度;其次,闡釋現(xiàn)代化進(jìn)程中的公民與公民教育內(nèi)涵。最后,闡釋現(xiàn)代化對公民教育的需求,明晰公民教育的兩個功能及其主要途徑。由此,將現(xiàn)代國家建構(gòu)理論與公民教育理論整合為一個分析框架。 第二章至第五章劃分出英國公民教育歷程的四個歷史時期——第一,現(xiàn)代國家崛起與公民教育溯源;第二,帝國主義國家時期的公民教育;第三,戰(zhàn)后初期國家調(diào)整階段的公民教育;第四,世紀(jì)之交的公民教育。 文藝復(fù)興的推動,宗教改革、重商主義傳統(tǒng)的積淀,以及強(qiáng)有力的君主制催生了第一個現(xiàn)代民族國家——英國。18世紀(jì)末期,工業(yè)革命使英國蛻變成為當(dāng)時世界上的超級大國。經(jīng)過內(nèi)戰(zhàn)與光榮革命時期王權(quán)與貴族權(quán)力的沖突與融合,又經(jīng)工業(yè)革命時期貴族寡頭制向民主制的過渡,現(xiàn)代民主制度終得以誕生。在霍布斯、洛克等思想家推動下,自由主義逐漸成為西方主流政治思想。這些思想家的理論從不同角度闡釋了現(xiàn)代國家建構(gòu)理念,并表達(dá)出對現(xiàn)代國家公民的期望。現(xiàn)代化初期,英國公民教育主要表現(xiàn)為培養(yǎng)順民的宗教教育與慈善教育,以及側(cè)重公民法律與權(quán)利的大學(xué)精英教育。工業(yè)革命時期,精英教育轉(zhuǎn)而成為一種重要的整合力量;新興資產(chǎn)階級與工人階級所倡導(dǎo)的公民教育成為推動民主化的新力量。 19世紀(jì)末20世紀(jì)初,英國進(jìn)入帝國主義時期。國家內(nèi)部的民主化力量依然保持著工業(yè)革命后期的慣性。伴隨國民教育體系的確立、新教育運動的興起,民主教育曾盛極一時;國家官方開始意識到公民教育的重要性,但仍固守謹(jǐn)慎態(tài)度;非官方公民教育團(tuán)體的理論與實踐,發(fā)揮了很大的推動作用。然而,英國公民教育很快走上了帝國主義極端整合的道路。歷史、地理教學(xué)被用來強(qiáng)化學(xué)生對大英帝國的認(rèn)同;致力于培養(yǎng)帝國公共精神的品格教育得以產(chǎn)生。此外,這一時期還創(chuàng)立了一種新的公民教育形式——童子軍運動。 第二次世界大戰(zhàn)后,全民普選的實現(xiàn)、選民年齡的降低以及國家福利制度的建立使民主權(quán)利進(jìn)一步擴(kuò)大;國際形勢的驟然轉(zhuǎn)變迫使大英帝國走上復(fù)歸歐洲的艱難歷程;多元文化沖突更使得國家整合的任務(wù)長久而艱巨。國家建構(gòu)的調(diào)整導(dǎo)致英國公民教育繼續(xù)處于迷茫與探尋的狀態(tài)之中。盡管公民教育被明確提上議事日程,但政府對于公民教育的態(tài)度依然非常模糊。政治學(xué)協(xié)會等公民教育團(tuán)體卻發(fā)揮出較大影響。1988年,新保守主義政府提出“積極公民資格”,此后,公民教育的地位逐漸提升。 20世紀(jì)末,英國遭遇公民政治冷漠現(xiàn)象,而且仍要面對多元社會整合的老問題;全球化也使得英國受到巨大沖擊。新工黨政府也倡導(dǎo)“積極公民資格”。與新保守主義政府不同的是,新工黨表達(dá)出一種維系民主制度、整合民族國家的國家建構(gòu)理念。相應(yīng)地,英國公民教育確立了培養(yǎng)積極公民的目標(biāo),并通過學(xué)校教育與社區(qū)參與相結(jié)合的途徑來實施。國家課程從小學(xué)開始培養(yǎng)民主政治素養(yǎng),培養(yǎng)公民責(zé)任感與參與能力;通過倡導(dǎo)多元社群認(rèn)同,旨在達(dá)成多元文化社會整合。盡管遭致各方批判,但英國政府積極開展調(diào)查研究,努力協(xié)調(diào)各方因素,表現(xiàn)出開展公民教育的堅定信心。 透過國家建構(gòu)的視角,現(xiàn)代國家與公民教育之間的關(guān)系表現(xiàn)得更為明朗化——現(xiàn)代國家與公民教育之間必須具有明確的公民資格作為二者的介質(zhì),否則公民教育就會缺乏明確的目標(biāo),缺乏來自國家的強(qiáng)大支持;現(xiàn)代國家訴諸于公民教育進(jìn)行社會整合時具有絕對優(yōu)勢;現(xiàn)代國家在通過公民教育推行民主化具有相對優(yōu)勢。
[Abstract]:Civic education is accompanied with modern countries. The relationship between the two seems to be without rebuke. However, in the process of modernization, the relationship between the modern state and civil education is a problem of the British long hesitation. In fact, the problem has not yet been implemented for each formal education or citizens has a mature civic education system of the country, is worth pondering. Whether the relationship between civic education and the modern state is inevitable? If the answer is yes (civic education as other early modern countries have done), then, between the two is associated with what factors based on? How to generate a link? This is the starting point of this paper.
The first chapter analyzes the framework of British civic education. First of all, clear the perspective of national construction, and the construction of state analysis in the process of modernization as a nation state building and democratic state building two dimensions; secondly, citizen and citizen to explain the process of modernization of education connotation. Finally, explain the requirements of modernization for citizenship education two, a clear function of civic education and its main ways. Thus, the theory of modern state construction and citizen education theory into an analytical framework.
The second chapter to the fifth chapter is divided into the history of British civic education four historical periods: first, the rise of modern state and citizen education history; second, civic education during the period of the imperialist countries; third, the early postwar National Civic Education adjustment stage; fourth, civic education at the turn of the century.
To promote the Renaissance, the reformation, the traditional mercantilist accumulation, and a strong monarchy gave birth to the first modern nation - the British.18 century, the industrial revolution made Britain become the world's superpower. After the conflict and fusion of kingship and the power of the nobles and the civil war and the glorious revolution, and the transition from the industrial revolution aristocratic oligarchy to democracy, the modern democratic system formed. In Hobbes, Rock and other thinkers to promote, liberalism has gradually become the mainstream of Western political thoughts. These theories from different perspectives to explain the ideas of modern nation building, and to express to the modern citizen expectations. At the initial stage of modernization, mainly British citizenship education for religious education and charity education subjects, and focuses on the legal rights of citizens and the University of elite education. The industrial revolution In the period of life, elite education has become an important integration force, and the civic education advocated by the new bourgeoisie and the working class has become a new force to promote democratization.
At the end of nineteenth Century and early twentieth Century, Britain entered the imperialist period. The power of democratization within the nation still maintains the late industrial revolution inertia. With the establishment of the national education system, the rise of the new education movement, democratic education was once very popular; government officials began to realize the importance of civic education, but still cling to the cautious attitude and theory; the practice of non official civic education groups, play a great role in promoting. However, the British citizenship education very quickly on the road. The imperialist extreme integration of history, geography teaching is used to strengthen the students' identity of the British Empire; character education aims to cultivate the public spirit of the Empire to be produced. In addition, this period also founded a new form of citizenship education, the Scout Movement.
After the Second World War, to achieve universal suffrage, the establishment of the lowering of the voting age and national welfare system to further expand the democratic rights; the sudden transformation in international situation forced the British Empire embarked on the difficult course of returning to Europe; cultural conflict makes the national integration task. The construction of the long and arduous adjustment led to a British citizen education to a confused and groping state. Although the citizen education is clearly put on the schedule, but the government for civic education attitude is still very vague. Political Science Association and other civic education groups but play a greater effect of.1988 years, the new Conservative government put forward the "active citizenship", since then, gradually improve the status of citizenship education.
At the end of twentieth Century, the British suffered political indifference, but still face the old problem of multivariate social integration; globalization also makes the huge impact. The New Labour government advocated "active citizenship". Different from the new Conservative government, new labour expresses a kind of maintaining the democratic system, the integration of nation state the theory of constructivism. Accordingly, the British citizenship education has established training active citizens, ways and through the combination of school education and community participation in the implementation of the national curriculum. To cultivate democratic political literacy from the primary school, cultivate civic responsibility and participation ability; through advocating multiple community identification, aimed at reaching a multicultural social integration. Despite being the parties to criticism, but the British government to actively carry out research, efforts to coordinate all the factors, showing a firm confidence in the development of citizenship education.
From the perspective of nation building, the relationship between the modern state and civic education becomes more and more clear between the modern state and civil education must have clear citizenship as the two medium, otherwise citizenship education will be the lack of clear objectives, the lack of strong support from the country; modern countries resort to social integration in citizens education has the absolute advantage; in modern countries have a comparative advantage through the implementation of citizenship education democratization.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2008
【分類號】：G556.1

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前2條

1 蘆雷;我國中小學(xué)公民教育目標(biāo)與內(nèi)容重構(gòu)研究[D];遼寧師范大學(xué);2012年

2 童華勝;現(xiàn)代化視域下中國公民意識教育研究[D];西南交通大學(xué);2013年

相關(guān)碩士學(xué)位論文 前2條

1 桑圣麗;南京國民政府時期中小學(xué)公民教育研究[D];山東師范大學(xué);2012年

2 曹慧娟;思想政治教育社會化研究[D];渤海大學(xué);2013年

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本文編號：1379450