摘要
为了深入理解卢梭的童年概念,文章将《爱弥儿》作为一个社会学文本来处理。借助这样一种解读,试图揭示卢梭童年概念的社会意蕴,让我们有机会洞察到其中的矛盾。研究发现,卢梭对童年的理解,都基于一个与“社会”概念相对立的“自然”概念。在这里,不但自然概念界定了童年,而且界定了“人”。因此,卢梭提到的童年与成年的精神界线,其实是无关紧要的。与卢梭这种强调“物的隶属”和良心的“自然”概念不同,还存在一种以对世界的敞开为特征的自然概念,卢梭对爱弥儿乃至苏菲成长过程的描述经常混淆了这两种不同的自然概念,因而在所有有洞察力的描述与他的理论之间,存在一种尖锐的对立。他的“童年”概念,也因此成了一种传统共同体的地位结构和机制的再生产装置。
In order to deeply understand Rousseau's concept of childhood,this paper treats Emile as a sociological text.With such an interpretation,this paper attempts to reveal the social implications of Rousseau's concept of childhood,giving us a chance to discern the confusion in it.It is found that Rousseau's understanding of childhood is based on a concept of"nature"which is opposed to the concept of"society".Here,the concept of nature defines not only childhood,but also"man."Therefore,the mental boundary between childhood and adulthood mentioned by Rousseau is actually of no great importance.In contrast to Rousseau's concept of"nature,"which emphasizes"the subordination of things"and conscience,there is also a concept of nature characterized by openness to the world.Rousseau's account of the growth of Emile and even Sophie often confuses these two different concepts of nature.Thus there is a sharp opposition between all perceptive descriptions and his theory.His concept of"childhood"has thus become a reproduction device of the status structure and mechanism of the traditional community.
作者
康永久
Kang Yongjiu(Beijing Normal University)
出处
《终身教育研究》
2023年第4期9-18,58,共11页
Lifelong Education Research
基金
北京师范大学教育学一流学科培优项目“城市化进程中儿童青少年的成长陷阱与教育改进研究”(YLXKPY-ZYSB202205)。
