ABSTRACT

This conceptual article critiques a popular account of education grounded in Bourdieu’s social theories. Specifically, the article shows how Bourdieu overplays competition and underplays ethics, or people’s diverse ways of imagining, debating, and living out the good. On a Bourdieusian view of education, it is difficult to see how educators and students sometimes seek not just to advance in social fields, but to discern and pursue the good. To address this problem in Bourdieusian theory, the article draws upon ideas developed recently in the anthropology of ethics. The article presents a way of accounting for ethical dynamics in education and illustrates the usefulness of this approach by using it to generate a more comprehensive analysis of the author’s Bourdieusian study of high schools’ career portfolio programmes.

摘要

这篇概念文章批评了以布迪厄的社会理论为基础的对教育的普遍解释。具体而言，本文说明了布迪厄如何过分强调竞争而不重视道德规范，即人们如何想象，辩论和实践商品的多种方式。从布尔迪厄斯主义的教育观点来看，很难看到教育者和学生有时不仅寻求在社会领域的进步，而且寻求和追求良好的东西。为了解决布迪厄斯理论中的这个问题，本文借鉴了伦理人类学中最近发展的思想。本文介绍了一种对教育中的道德动态进行核算的方法，并通过使用该方法对作者的布尔迪厄斯大学高中职业组合计划研究进行了更全面的分析，从而说明了这种方法的实用性。