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題名：評論馬克思主義的普羅化論點及在教師專業與階級意識的意義
書刊名：臺灣教育社會學研究
作者：姜添輝
作者(外文)：Chiang, Tien-hui
出版日期：2001
卷期：1:2
頁次：頁33-57
主題關鍵詞：專業；普羅化；馬克思主義；職業獨特性；Profession；Proletarianization；Marxism；Occupational unique characteristics
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(15) 博士論文(6) 專書(2) 專書論文(1)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:44
  • 點閱點閱:302
涂爾幹的社會分工論導引出結構功能主義的專業特質論，其思想基築於功能、同質性等假設。然而，馬克思主義學者否定此種論點，因為他們認為任何行業的形成皆是社會歷史演進的產物，所以有其自身的獨特性。並且，進一步主張專業行業並未實質的存在社會情境中，因為資本生產體系中具有高度的普羅化特性，即使最傳統的專業行業亦受到可觀的普羅化，並呈現與一般體能性勞動者與多大差別的現象。因此專業一詞殘存的是社會性意義，這包括自我利益的捍衛與社會控制。儘管，此種論點足以修正專業特質論的一些缺失，諸如低估權力所導引出的，突與宰制現象。然而，心智型工作事務如教學存在一定程度的獨特性，此種獨特性並無法被實質的規格化，因而大幅擴張教師的心智思考空間。此種事實多少反映出馬克思主義學者過度推論普羅化的存在性，此種缺失的隱含意義是馬克思主義對於社會階級意識的主張忽視個別職業獨特性的深遠影響性，並且對階級意識引領的全面性政治革命的失敗性預言提供部份的解釋性因素。
Marxists contend that no practitioners are able to escape from the influence of proletarianization generated by the capitalist society. Therefore, for them, profession creates its specific social meanings including self-interests defense and the function of social control. Although such points of view are able to fix some weaknesses of trait-based perspective, Marxists over-estimate the influence of proletarianization on the employee. In the practical context, it can be observed that teachers enjoy a certain scope of autonomy. This phenomenon is created by the unique characteristics of teaching matters that cannot be regulated. This argument further indicates that the unique characteristics of individual occupation would produce their own values and identities enabling to shape different segments within individual classes. Under such a circumstance, it is quite difficult to develop class consciousness.
期刊論文
1.姜添輝(19970600)。英國學校課程與教育改革。初等教育學報，5，95-127。  延伸查詢new window
2.沈姍姍(19960100)。專業主義、教師權力與教育行政體制關係：教師權力消長的動態研究。新竹師院學報，9，103-128。new window  延伸查詢new window
3.姜添輝(20000600)。社會階級的意義與要素及其在教育研究的運用性與原則。國民教育研究集刊. 臺南師院，6，115-148。  延伸查詢new window
4.Stenhouse, L.(1980)。Curriculum research and the art of the teacher。Curriculum，1(1)，40-44。  new window
5.Wilson, B. R.(1962)。The Teacher's Role: A Sociological Analysis。British Journal of Sociology，13，15-23。  new window
會議論文
1.Ozga, J.(1992)。An Education Profession for Tomorrow。The Annual Conference of British Educational Management and Administration Society。University of Bristol。  new window
學位論文
1.Chiang, T. H.(1996)。Primary teachers in Taiwan: A study of professional autonomy(博士論文)。University of Wale。  new window
圖書
1.Connell, R. W.(1985)。Teachers' work。Sydney：George Allen & Unwin。  new window
2.Lockwood, D.(1958)。The blackcoated worker。London：George Allen & Unwin。  new window
3.Johnson, Terence James(1972)。Professions and Power。Macmillan。  new window
4.Coser, Lewis A.、Coser, L. A.(1956)。The Functions of Social Conflict。New York, NY：The Free Press。  new window
5.Freidson, Eliot(1994)。Professionalism reborn: Theory, prophecy, and policy。The University of Chicago Press。  new window
6.Althusser, Louis(2001)。Lenin and Philosophy, and Other Essays。Monthly Review Press。  new window
7.Poulantzas, N.(1979)。Classes in Contemporary Capitalism。London：NLB。  new window
8.Grace, G.(1991)。The State and the Teachers: Problems in Teacher Supply, Retention and Morale。Philadelphia：Multilingual Matters。  new window
9.Lieberman, M.(1964)。Education as a Profession。New York：Prentice-Hall。  new window
10.Mosca, Gaetano(1939)。The Ruling Class: Elementi di Scienza Politica。New York：Graw-Hill。  new window
11.Bloom, B. S.、Engelhart, M. D.、Furst, E. J.、Hill, W. H.、Krathwohl, D. R.(1956)。Taxonomy of educational objectives: the classification of educational goals. Handbook 1, Cognitive domain。New York：Longman。  new window
12.Ozga, J.、Lawn, M.(1981)。Teachers, professionalism and class: A study of organized teachers。London, UK：The Falmer。  new window
13.Mills, C. W.(1959)。White Collar。NY：Oxford University Press。  new window
14.Lukács, Georg(1923)。History and Class Consciousness。London：Merlin Press。  new window
15.Marx, Karl、伊海宇(1990)。1844年經濟學哲學手稿。時報文化出版企業股份有限公司。  延伸查詢new window
16.Braverman, Harry(1974)。Labor and monopoly capital: The degradation of work in the twentieth century。Monthly Review Press。  new window
17.Durkheim, Émile、Simpson, George(1933)。The Division of Labor in Society。Free Press。  new window
18.Goldthorpe, J. H.、Llewellyn, Catriona、Payne, Clive(1987)。Social Mobility and Class Structure in Modern Britain。Oxford：Clarendon press。  new window
19.Marcuse, Herbert(1964)。One-dimensional Man--Studies in the Ideology of Advanced Industrial Society。Routledge and Kegan Paul。  new window
20.Apple, M. W.(1985)。Education and Power。Boston, MA：Routledge and Kegan Paul：Ark Paperbacks。  new window
21.Giroux, H. A.(1988)。Teachers as intellectual: Toward a critical pedagogy of learning。Westport, CT：Bergin & Garvery。  new window
22.Parsons, Talcott(1951)。Social System。New York：Glencoe, Ill：Free Press。  new window
23.陳美玉(1997)。教師專業 : 教學理念與實踐。高雄市：麗文文化公司。  延伸查詢new window
24.Carr-Saunders, Alexanda M.、Wilson, P. A.(1933)。The professions。Oxford University Press。  new window
25.Larson, Magali Sarfatti(1977)。The Rise of Professionalism: A Sociological Analysis。University of California Press。  new window
26.陳奎憙(2001)。教育社會學導論。師大書苑。  延伸查詢new window
27.Dahrendorf, Ralf(1959)。Class and Class Conflict in Industrial Society。Stanford University Press。  new window
28.Mills, Charles Wright(1956)。The Power Elite。Oxford University Press。  new window
29.Apple, Michael W.(1990)。Ideology and curriculum。Routledge。  new window
30.Stenhouse, Lawrence(1975)。An Introduction to Curriculum Research and Development。Heinemann Educational Books。  new window
31.Bowles, Samuel、Gintis, Herbert(1976)。Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life。New York：Basic Books。  new window
32.Marx, K.(1976)。Capital。Capital。沒有紀錄。  延伸查詢new window
33.Thompson, E. P.(1970)。Time and Work Discipline。Modern Sociology: Introductory Readings。Harmondsworth, UK。  new window
34.Marx, K.、Engles, F.(1970)。Karl Marx and Frederick Engels: Selected Works。Karl Marx and Frederick Engels: Selected Works。London, UK。  new window
35.Taxel, J.、Apple, M. W.(1982)。Ideology and the curriculum。The social science in educational studies。London, UK。  new window
36.Dahrendorf, R.(1969)。The Service Class。Industrial Man: Selected Readings。London, UK。  new window
37.沈姍姍、沈珊珊(1998)。教育專業。現代教育社會學。臺北。  延伸查詢new window
38.姜添輝(1998)。互動論觀點的教師專業。教師專業成長－理想與實際。臺北。  延伸查詢new window
39.Campbell, T.(1981)。Seven Theories of Human Society。Seven Theories of Human Society。N. Y.。  new window
40.Elliot, P.(1972)。The Sociology of the Professions。The Sociology of the Professions。London, UK。  new window
41.Freidson, E.(1983)。The Theory of Professions: State of the Art。The Sociology of The Professions。London, UK。  new window
42.Jamous, H.、Peloille, B.(1970)。Changes in The French University-Hospital System。Professions and Professionalization。Cambridge。  new window
43.Marx, K.(1969)。Technology as the Prime Mover of Industrialization and Social Change。Industrial Man。London, UK。  new window
44.Mosca, G.(1971)。The Political Class。Political Sociology。London, UK。  new window
45.Swingewood, A.(1977)。Marx and Modern Social Theory。Marx and Modern Social Theory。London, UK。  new window
46.Stenhouse, L.(1984)。Curriculum Research Artistry and Teaching。Alternative Perspectives on School Development。London, UK。  new window
47.Tumin, Melvin M.(1967)。Social Stratification。Prentice-Hall。  new window
48.Gibson, Rex(1995)。結構主義與教育。結構主義與教育。臺北市。  延伸查詢new window
圖書論文
1.蔡清田(1996)。從課程革新的觀點論教師的專業角色。教育專業。臺北市：師大書苑。  延伸查詢new window
2.姜添輝(1998)。轉向中央集權模式的英國教育改革：1860年代-1990年代初期。教育研究與政策之國際比較。臺北：揚智。  延伸查詢new window
3.姜添輝(1999)。結構功能主義專業特質論之評析。師資培育與教學科技。臺北：臺灣書店。  延伸查詢new window
4.Michels, R.(1971)。Principles and Bureaucracy in Political Parties。Political Sociology。London：Penguin。  new window
5.Grace, G.(1987)。Teachers and the State in Britain: A Changing Relation。Teachers: The Culture and Politics of Work。London：Falmer。  new window
6.Dahrendorf, R.(1967)。Out of Utopia: Toward a Reorientation of Sociological Analysis。System, Change, and Conflict。N. Y.：The Free Press。  new window
7.Davis, Kingsley、Moore, Wilbert E.(1966)。Some principles of stratification。Class, status and power: Social stratification in comparative perspective。London：Routledge & Kegan Paul。  new window
8.何福田、羅瑞玉(1982)。教育改革與教師專業化。教育專業。臺北：師大書苑。  延伸查詢new window
9.高強華(1992)。教師社會化研究及其在師資培育上的意義。教育專業。臺北：師大書苑。  延伸查詢new window
10.Bidwell, C. E.(1965)。The school as a formal organization。Handbook of Organizations。Chicago, IL：Rand McNally。  new window
11.Becker, H. S.、Carper, J.(1966)。Professional Identification。Professionalisation。New Jersey：Prentice-Hall。  new window
12.Woods, P.(1987)。Managing the Primary Teacher's Role。The Primary School Teacher。London, UK：Falmer。  new window
 
 
 
 
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