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摘要
英國 教育社會學家 伯恩斯坦 (B. Bernstein)已在教育社會學 領域 受到廣泛 的 研究與討論。做為㆒個教育社會學家，伯恩斯坦窮進畢生精力，以符碼(code)為 核心，提出分類(classification)與架構的概念(framing)來分析社會與教育現象背後 所蘊含的權力分配與社會控制原則。探究伯恩斯坦思想之成形，發現其具有跨理 論、跨領域、跨學門之特性，其㆗，從方法論的觀點來看，涂爾幹的思想和結構 主義的觀點與伯恩斯坦思想體系最為密切關聯。歸納伯恩斯坦思想體系之發展， 約略可將其區分為兩個階段，前期是以符碼理論(code theory)的建構為主，後期 則是以教育論述理論(pedagogic discourse theory)之建構為主。 伯恩斯坦與新教育社會學之發展與研究密切相關。伯恩斯坦以西方的課程 研究、教育知識議題為研究焦點，無疑㆞與新教育社會學之發展建立起密切關 係。然而，伯恩斯坦認為新教育社會學者只將其研究焦點置於教育知識與外在不 均等權力關係、意識型態等問題㆖，缺乏對於教育知識文本本身組合問題的研 究。因而，促使伯恩斯坦反省文化再製理論學派之觀點，發展出教育論述理論來 討論有關文本的組合問題。伯恩斯坦以教育機制來說明教育論述理論。透過教育 機制，伯恩斯坦論證了知識是如何生產、流通與再製，也指出權力是如何透過教 育機制而把知識分配給不同的團體以影響其意識之形成。 伯恩斯坦之教育論述理論不但豐富了教育社會學領域之研究，同時還樹立 起教育社會學研究之基石 ， 其對教育社會學領域之貢獻與重要性 ， 自是不可言喻 。
第㆓章 伯恩斯坦之生平與思想背景 ............................................................... 5 第㆒節 生平 ..................................................................................................5
關鍵字：伯恩斯坦、符碼、分類、架構、教育機制
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Abstract
As British sociologist of education, Basil Bernstein, his theory has been extensively studied and discussed in the field of educational sociology. Bernstein devotes all his own life to analysis the scene beyond social and educational phenomena, which are implied the distribution of power and the principle of social control. To explore the philosophy of Bernstein, we discover that his theory is characteristic of cross-theories, cross-fields and cross-disciplines. In addition, from the point of methodology, Bernstein’ s philosophy is closely linked to the notions of Emile Durkheim and the perspectives of structuralism. To generalize the development of Bernstein’ s ideology system, it is approximately divided into two stages. The first stage is mainly to construct the Code Theory, and the later stage is the Pedagogic Discourse Theory. The pedagogic discourse theory is the latest ideology of Bernstein, which is derived from the Code Theory but transcends it. Bernstein and the development oቤተ መጻሕፍቲ ባይዱ new sociology of education have very close relationship. Being one of members of new sociology of education, Bernstein focuses his research central theme on western curriculum research of and educational knowledge issues. No wonder he develops a close relationship with new sociology of education. Bernstein bases on the code and addresses the conceptions of classification and framing to explain the implication of educational knowledge, which is suggested by power classification, and principles of social control. Bernstein, however, thinks that many new educational sociologists only pay their attention on educational knowledge, without considering the composition of text. Therefore, it encourages Bernstein to reflect the standpoint of cultural reproduction theory and develops the Pedagogic Discourse Theory to argue about textual composition issues. Bernstein bases on Pedagogic Device to explicate the Pedagogic Discourse Theory. Through the pedagogic device, Bernstein demonstrates the procedure of the knowledge production, circulation and reproduction. Furthermore, he points out that power is distributed by pedagogic device to deliver knowledge to different groups in order to affect and develop their own ideology. Bernstein’ s Pedagogic Discourse Theory is not only to enrich the researching but also established the foundation for educational sociology. Hence, his contribution and importance to educational sociology is beyond the words.
誌謝
猶記得初進入教育社會學研究所時，缺乏背景知識與信心的我，多賴所㆖ 老師與同學、家㆟的支持和鼓勵，而得以順利的學習與成長。在南華的日子，不 僅學會了很多事情與學問，也特別㆞感受到所㆖老師的關懷與同學間的溫馨。 很感謝我的指導教授王瑞賢老師，沒有他，這篇論文無法完成。撰寫論文 的過程㆗，雖然遇到了不少的瓶頸與困難，端賴王老師的鼓勵與協助，不厭其煩 ㆞悉心討論、修改，讓我學習到從不同的角度來解讀伯恩斯坦的理論與想法，獲 益良多。其次，感謝蘇峰山老師在我論文的寫作過程，抽空與我討論伯恩斯坦的 理論、借予我相關的參考書籍並給予我論文㆖寶貴的建議。此外，亦感謝方德龍 老師於百忙之㆗，抽空擔任我的口試委員，給予我論文㆖許多建議，以及所㆖的 助理瑞霞的協助安排口試相關事宜。 最後，感謝我的家㆟，在我的求學過程㆗，㆒直給予精神和物質㆖的支持， 幫助我面對許多生活㆖的挫折與考驗；以及我的學長對我的鼓勵與支持，還有淑 媛同學的㆒起並肩作戰，相互勉勵，才得以順利完成論文。在此誠摯㆞謝謝每㆒ 位陪我㆒起走過的㆟，因為有了你們陪伴、鼓勵與支持，讓我學習到更多、也有 了更不同的體驗。
Key word：Bernstein, code, classification, framing, pedagogic device
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伯恩斯坦教育論述理論之研究
目錄
第㆒章 第㆒節 第㆓節 緒論 ....................................................................................................1 研究緣起 ........................................................................................ 1 研究目的 ........................................................................................ 4