社會階層會不會有繼承現象？社會學理論告訴我們愈是民主開放的社會，過教育的流動，答案似乎是否定的。可是我們從相關研究中發現，社會階層雖然無法繼承但是卻有高度的複製現象。如果從布爾迪厄(Bourdieu)的角度觀之，學校(教育)不但沒有縮小社會不平等，反而是促成不平等的再生產者。 在知識經濟的時代裏，教育系統所累積、創造、生產的不僅是智力的知識，在後工業(後消費)社會中，決定社會階層(階級)的高低、資源的多寡已經廣泛至布爾迪厄所談論的四種資本：經濟資本、文化資本、社會資本、象徵資本。 專業教育深化了教育作為社會階級的篩選器(過濾器)功能，但是通識教育卻不能加速這種不平等的發展，而是必須在文化資本、社會資本、象徵資本…方面造成一種全人的可能性—一種新的啟蒙運動，一種新的人文精神。 本文試圖從通教育的課外閱讀談起，以臺灣本土作家黃春明的《放生》作品為例，以高達瑪的詮釋哲學說明從課外閱讀如何達成歷史、視域的理解，進而喚醒讀者自為自存的主體性，以便增加文化資本。

Whether the social stratification leads to be succeed or not? The social theory demonstrates that in democratic society the social stratification can’t be succeeded but it reproduce itself through social mobility. Bourdieu considers that academic education, playing the advocate role, can’t diminish but increase the social unequal. In the knowledge economic age or post industrialization, education system not only creates and accumulates intellectual knowledge but also decides what social stratification levels men is and how much capital men have . In capital age, the professional education plays the filter function to decide social stratification and leads to social unequal. The general education should shorten the unequal gap through the cultural capital, social capital, symbolic capital, and economy capital. Gadamer considers that philosophical hermeneutics can attain to the understanding of horizon and history. By reading the fiction “Fang-Sheng” authored by Huang Ch’un-Ming, the thesis attempt to argument that leisure reading can awake students’ subjectivity themselves.