However, in the past, the research on the function of education mainly focused on the positive function of education, but few people paid attention to the negative function of education.
Merton, an American sociologist, made a pioneering study on the negative effects of education. Merton first put forward negative functionalism on the basis of criticizing Parsons' functional analysis theory. Because Merton's theory of structural function is based on the whole human social system, he did not discuss the negative function of education in depth.
Firstly, Merton's structural-functional theory is used to discuss the negative function of education. Western learning should be extended to Changshan, chaiye. The article "Negative Functions of Schools" published by chaiye Changshan in 1980s uses Merton's structural function theory to logically construct the functions of schools, and divides the teaching functions of schools into four categories, namely, explicit positive functions, negative functions, implicit positive functions and implicit negative functions. However, although the negative function was set up in Changshan, chaiye, perhaps because many positive (positive) functions of education are so fascinating, Changshan, chaiye "is unwilling to link the' dominant negative function' of education with the' educational' activities" [2], so Changshan, chaiye failed to conduct a holistic study on the negative function of education.
In China, it was Mr. Renjie Zhang (3) who explicitly proposed to study the negative function of education. After Mr. Zhang, there are few papers about the negative function of education in China. For example, Wu Kangning's On the Negative Function of Education and On the Social Function of Education, but most of the existing papers focus on the extension and explanation of the negative function of education. They didn't give a satisfactory answer to what is the negative function of education, the nature, classification, mechanism and characteristics of education, and the performance of the negative function of education. Some commentators even mistakenly regarded the adverse consequences caused by improper use of education as education.
In view of the fact that grasping the negative function of education will help us to reflect on education philosophically, construct a new theoretical analysis framework of education, and help us to think about what kind of education can promote the healthy development of people and society in practice, the author wants to re-explore the negative function of education on the basis of previous studies in order to sort out the theoretical context of the negative function of education.
First, the definition of function and Merton's structural function analysis theory.
The dictionary meaning of the word "function" is "efficacy" (5). Obviously, this definition is only suitable for our preliminary understanding of functions. The functional meaning used in this paper refers to the category of expressing the relationship between systems and things and the environment, focusing on the possibility and reality of systems and things acting on the environment. In a word, function is the ability and behavior of systems and things to respond to environmental effects, which embodies the material, energy and information between a system or thing and the external environment. From the definition of this function, we can see that the effects of systems and things on the environment are a vector and multi-directional. In other words, any function has both positive and negative directions. There is no single positive function in the social system; There is no single negative function.
In this understanding of function, we introduce the structural function analysis theory of American sociologist Merton as the theoretical premise of this paper to discuss the negative function of education.
Merton is a famous sociologist in contemporary America. On the basis of criticizing the traditional functional theory, he put forward an epoch-making structural functional analysis theory.
Merton believes that the fundamental mistake of traditional functional theory lies in its three basic assumptions, namely, social functional postulate, universal functional postulate and independence postulate. Merton pointed out that "the setting of functional integration" assumes that any social and cultural element performs the same function for all members of society, and only adapts to the primitive tribal society with narrow scope and high integration, but not to the modern industrialized society; The assumption of "pan-functionalism" is that all social and cultural elements have positive functions, which is due to ignoring the non-functional consequences of existing cultural forms; However, "essential setting" assumes that the realization of a certain function must have the same cultural elements, which is completely contrary to theoretical deduction and difficult to explain the practical results of different cultural groups.
Based on the criticism of three inappropriate assumptions of traditional functional theory, Merton emphasized that any social and cultural elements will have different functions for different social and cultural systems and different social members. Merton believes that any social activity or cultural thing has three functional forms for the function of the whole social or cultural system, that is, a certain social and cultural element may have positive function, negative function and non-function relative to a certain social and cultural system. Positive function is an objective consequence that helps the system adapt or adapt; Negative function is the objective consequence of weakening the adaptability and adaptability of the system; Non-function is a consequence unrelated to this social and cultural system. The existing social and cultural elements are the net value after the positive and negative functions of this cultural element are offset. ⑺
According to the definition of function and Merton's theory of structural function, we think that education, as a kind of "system" or "cultural activity", presents three functional styles to society and people: positive function, non-function and negative function. In other words, education can promote the development of society and people, but has no effect on the development of society and people, and has a negative effect on the development of society and people. This paper focuses on the negative function of education.
Second, the connotation of the negative function of education
1. The concept of negative function of education
According to Merton's theory of structural function, the negative function of education refers to the negative effect of education on society and people (environment) when it acts on society and people (environment), and when it plays a positive role in promoting the development of people and society. The so-called negative effect refers to the consequences that are inconsistent with the subjective expected results and unknown to the participants when education acts on society and people. What needs to be pointed out in particular here is that the negative effect of education on society and people (environment) and the positive effect on society and people (environment) are simultaneous and accompanied. In the past history, because the positive role of education was greater than the negative role, we paid more attention to the positive role of education subjectively and ignored the negative role of education, thus failing to bring the negative role of education into our research field of vision.
2. The essence of negative function of education
A fundamental nature of the negative function of education is its non-purpose. As an active activity of human consciousness, all educational practices are carried out purposefully, planned and step by step. The fundamental purpose of people using education is to give full play to the positive role of education. However, people-oriented educational activities can not fully achieve the expected purpose after they are applied to the educated (after a specific educational activity is over, there are bound to be two kinds of results: first, the educational consequences are as expected as the educators wish; Secondly, the consequences of education are not consistent with the purpose presupposition of educators, that is to say, educators did not intend to do so, nor did they know it earlier. The former is the exertion of the positive function of education, while the latter is the exposure of the educational function. The great uncertainty revealed by the negative function of education is the manifestation of its non-purpose. The negative function of education is profoundly affecting our educational effect with its aimlessness.
Simply put, the negative function of education is unpredictable. It is implied in the final result of education, and it is an accessory after educational activities. Education is a subordinate item of this cultural activity or system. The non-objectivity of the negative function of education tells us that the negative function of education will not disappear because of the correct use of people. As Merton pointed out, "in the social structure, the tension and pressure caused by the anti-functional consequences of existing elements are gradually accumulated, which is by no means suppressed by any social plan." Existence, people's rational use of education can only limit or weaken the negative function of education to a certain extent, but can't eliminate it.
3. The mechanism of negative function of education and the relationship between its constituent elements. The negative mechanism of education can be simply expressed as:
(1) The negative function of education is hidden in education itself, and plays a role in the development of educational system activities, which is manifested in educational results. The so-called negative function of education is hidden in education itself, that is to say, the negative function of education does not exist in education itself from the beginning, and education is always displayed in people's consciousness with its dazzling positive function. The negative effect of education has no place in theoretical education, but presents an unpredictable possibility. Only when an educational theory is applied to practice, in which people's subjective purpose presupposition and final objective result are partially distorted, can the negative function of education be shown. Therefore, generally speaking, the root of the negative function of education lies in the concrete practice of education, and the consequences of the negative function of education are finally manifested in the results of education.
(2) The negative function of education and the positive function of education occur at the same time, and the potential energy is generally less than the positive function. Since ancient times, we have repeatedly emphasized the great role of education in human society, precisely because the positive role of education is greater than the negative role of education, and education can play its positive role to a great extent according to people's subjective design. In essence, the negative function mechanism of education is much weaker than the positive function mechanism of education. This is the essence of education.
(3) The negative function of education depends on the external environment, that is, it tends to increase under favorable conditions and decrease under unfavorable conditions. We can see this very clearly from the past educational history. In the Middle Ages, all ideological and cultural activities revolved around God, and education was aimed at instilling religious thoughts. As a result, education has become an accessory of religion and a tool that greatly restricts the development of society and people themselves. After the Renaissance, human liberation became the theme of all human spiritual and cultural activities. Under this theme, education has fully played a positive role, thus effectively promoting the development and progress of society and human beings themselves.
(4) The negative media of education is usually the potential curriculum. All our educational purposes are based on the positive function of education, and all our educational efforts and all educational subjects are aimed at realizing the positive function of education. However, in specific teaching activities, we always unconsciously implement a potential course, such as a certain emotional hobby, a certain value bias and so on. Because this potential curriculum education is unconsciously carried out and accepted by the educated, it may not only promote the further development of the educated, but also have a negative impact on the educated. The negative effect of education is mediated by this potential process.
4. Classification of negative functions of education
Regarding the classification of negative functions of education, Chinese scholars divide it into more than ten kinds according to the content, scope, effect and time of education. ⑽ Japanese scholar chaiye Changshan divides the negative function of education into explicit negative function and implicit negative function according to Merton's function theory. ⑾ Although the above two classifications are helpful for people to further understand the manifestations of the negative functions of education, they do not clarify the differences between the categories of negative functions of education. The author believes that it seems more appropriate to classify the types of negative functions of education from the nature of education itself. Accordingly, the author divides the negative functions of education into two categories:
One is the normal negative function, that is, the negative function produced by educational activities themselves when people operate education correctly.
The second is the abnormal negative function, that is, the artificial negative function of education, that is, the negative function of education caused by people's subjective intentions, such as legion education, fascist education and some religious education.
What needs to be pointed out here is that the adverse consequences caused by people's improper use of education do not belong to the negative function of education itself, but can only be called misuse of education.
5. Characteristics of negative function of education
From the nature of the negative function of education, we can see that the negative function of education has at least the following three characteristics:
(1) The negative function of education is hard to eliminate. To borrow Merton's words, it is "the existing cultural form has a net balance of functional consequences for the whole society or a certain group", [12] that is to say, any cultural element (such as the result of education) is the result of positive and negative functions offset, which is obviously Merton.
(2) the lag of the negative function of education, that is, under normal circumstances, the negative function of education is not immediately manifested in the educational results, but often manifested in a subtle way;
(3) The reducibility of the negative function of education. This is why people are constantly exploring the law of education-more scientific and rational use of education can greatly reduce the negative effects of education.
Third, the negative function of education in reality.
1. Inherit conservative cultural traditions
The basic mission of education is to pass on the crystallization of human wisdom in the past. An important factor in the progress of human society is that education can enable the new generation of human beings to accept the experience and wisdom of their predecessors, and then further develop on the basis of their predecessors. However, education will inevitably pass on conservative cultural factors to future generations while passing on the crystallization of past wisdom to the new generation of mankind. Who can say that many bad cultural habits today are naturally created by a new generation of human beings, rather than passed down through education?
2. Leading people to become scientism thinking mode.
Science has enabled human society to develop rapidly and become the main force leading our life today. It is precisely because of the magical power of science in human society that various philosophies that admire science, such as positivism, have tried their best to regard science as the ultimate of human spirit since modern times. Education has always undertaken the mission of forging people's scientific spirit and attitude, and therefore gradually forged a thinking mode that only science is true and good in people's hearts. Is science really the only criterion of human intelligence? If the answer to this question is not negative, then at least this standard is suspicious. In fact, people's search for the meaning of the world and their experience of the noumenon of life can never rely entirely on science. The understanding of life and the pursuit of the ultimate goals of mankind (such as justice and fairness) are beyond the reach of science.
3. Strengthen ethnocentrism
Today, the education in independent nation-states is to shape the national pride of the next generation, and patriotism education has become the basic law of education in independent countries. As a result of this kind of education, western nations generally think that they are in a superior position because of technology and wealth, while non-western nations think that they are truly superior because of their long history and special wisdom, while specific political groups and independent nation-states stubbornly emphasize their own cultural values and moral standards. There is no doubt that all countries are making full use of the positive role of education. However, when this positive function of education is brought into full play, its negative function obviously shows the tendency of ethnocentrism. Its consequences are: on the one hand, it consolidates the nation-state, on the other hand, it makes human society develop in the opposite direction, resulting in division and obscurantism.
4. Hinder the social and economic development of specific regions and regions.
The original intention of developing countries to vigorously develop universal education is to improve the cultural quality of the whole people and promote economic development. However, as a result, a large number of rural population flowed out, making the economy of backward areas even more backward. Moreover, developing countries have invested a lot of money to develop higher education with limited financial resources. As a result, a very strange phenomenon appeared in backward countries. On the one hand, it is a huge demand for talents, on the other hand, it is excessive education and a lot of educational waste. This negative effect caused by education has seriously hindered economic development.
Fourth, some enlightenment.
Through the analysis of the negative function of education, we should see that although education plays an important role in promoting social development and progress, we can't ignore that education also hinders social development and progress. Education not only brings people knowledge and wisdom, but also restricts people's thinking (formatting people) to a certain extent. Education reproduces some disadvantages of human society, such as inequality and privileged class.
Through the in-depth understanding of the negative function of education, it seems that we should reflect on many educational viewpoints that have long been affirmed. For example, we always think that since education can promote economic development, the more education, the better. In fact, excessive education can not only promote economic development, but also cause huge waste of manpower, which in turn hinders social and economic development.
The negative function of education, as the characteristic of education itself, should be a variable that researchers of basic education theory pay attention to. The actual existence of the negative function of education in education is an unavoidable problem for any educational researcher. We must accurately understand the negative function of education in order to correctly grasp the functional essence of education. Only by correctly grasping the functional essence of education can we have a deeper understanding of education. Over the years, many mistakes in our educational theory and practice are related to the vague understanding of the negative function of education.
How to limit the negative function of education is still a puzzling and eye-catching topic.
Precautions:
① ② Wu Kangning. On the social function of education. Journal of Huazhong Normal University (Philosophy Edition), 1996 (3): 77-78.
③ Renjie Zhang. Query on the theory of the relationship between education and social change. Journal of East China Normal University. Education Science Edition (Shanghai), 1992(3)
⑽ Hao Wuwen. Analysis of the negative function of education. Educational Theory and Practice, 1996(4)
5] Quit the sea. Shanghai Dictionary Publishing House, 1978: 508, 1250.
[6] Ray. Analysis of the function, value and efficacy of education. Jiangxi Education and Scientific Research 1996(3)
Edited by Ji Zeng. Selected readings of structural and functional theory of modern sociology. Taiwan Province Liu Ju Book Company,1984:17-51.
⑻ ⑿ ⑺ Same as above: 2 1.47.
⑾ Wu Kangning. On the negative function of education. Educational research, 1992(6)
On the Negative Functions of Education in Developing Countries
Author: Yi Yan. : G 1/ pedagogic literature number 1-642
Original source Jiangxi education and scientific research
Original name Nanchang
Original issue No.200007
Original page number 8 ~ 1 1
Classification number G 1
Classified name pedagogy
Replication cycle number 2000 10
On the Negative Functions of Education in Developing Countries
Author Yi Yan
About the author: School of Education Science, Qufu Normal University
Upper guide bearing
In recent years, the negative function of education has attracted more and more attention from the theoretical circle, but the research on the negative function of education in developing countries is rarely involved. Compared with developed countries, the negative effect of education in developing countries is more prominent. The close relationship between education and social change and the urgency for developing countries to seek social progress and human development make it difficult for these countries that urgently need "sustainable development" to avoid the negative function of education. Therefore, it is undoubtedly of great theoretical value and practical significance to study the negative functions of education in developing countries.
First of all, what are the negative effects of education?
What are the negative effects of education? Merton, one of the representatives of the school of structural functionalism, thinks that the so-called negative function refers to "weakening the adaptation or adaptation of the system". : On theoretical sociology, p. 138, Huaxia Publishing House, 1990). ) function. Thus, the concept of negative function formally appeared. Later, Masayama Chaino, a Japanese educational sociologist, put forward a theoretical analysis framework of school education function on the basis of Merton's positive-negative function and dominant-implicit function. (Note: Quoted from Jiang Kai: On the Negative Functions of Education, Jiangxi Education Research,No. 1994,No. 1. In this analytical framework, chaiye Changshan's "negative function" refers to the non-ideal function that fails to realize people's subjective desire. In China, the real research on the negative function of education began in the early 1990s. (Noe: Renjie Zhang: Theoretical Query on the Relationship between Education and Social Change —— On the Negative Functions of Education, Journal of East China Normal University (Education Science Edition), No.3, 1992. (Note: Wu Kangning: On the Negative Functions of Education, Education Research No.6, 1992. ) 1992, Professor Renjie Zhang pointed out: "In the research results of the relationship between education and social change, another common theoretical defect is that the negative function is rarely discussed" (Noe: Renjie Zhang: Query on the theory of the relationship between education and social change-also on the negative function of education, Journal of East China Normal University (Education Science Edition), 1992). )。 Call on people to pay attention to the research on the negative function of education. Since then, the negative function of education has always been "negative function" (Noe: Wu Kangning: On the Negative Function of Education, Education Research No.6, 1992. ), Negative Effects (Note: Lin: On the Negative Effects of Education, Education ReviewNo. 1993,No. 1. ), "Negative Function" (Note: Lei and Fu Jungen: Necessary Tension: The Contradiction between the Positive and Negative Functions of Education, Educational Theory and Practice,No. 1996. ) and other forms began to enter the field of vision of researchers. Although China scholars have different names for the negative function of education, their understanding of the meaning of the negative function of education is basically the same: the so-called negative function of education is "the' destructive' effect and influence of the elements that constitute a social system on the maintenance and development of the system" (Note: Wu Kangning: On the negative function of education, Education Research No.6, 1992. ); It is "the negative effect on the development of society and human beings" (Note: Li Jun: The negative effect of education and the construction of the analytical framework of the new education theory, Education Review,No. 1998,No. 1. ) function; It is "the bad function beyond the expected effect produced by the implementation of education" (Note: Jiang Kai: On the negative function of education, Jiangxi Education Research,No. 1994,No. 1 period. ) and so on.
Based on the above understanding, combined with the thinking of current education development, we believe that the negative function of education refers to the negative effect of education on the development of individuals, society and education itself. This negative effect of education on the development of individuals, society and education itself generally exists objectively in the educational operation of all countries, especially developing countries.
Second, the significant performance of the negative function of education in developing countries
Today's society is in a rapidly changing era. Many fundamental progress has taken place in the mode of production and lifestyle of human beings, and the developed countries in the world are entering the post-industrial society from the industrial society. In this context, facing the objective needs of human and social development in the new era, most developing countries have high hopes for education, hoping to promote the development of human and society through the progress of education. However, due to the deep-rooted influence of the external environment and the education system itself in developing countries, "the education system has become an unbalanced producer rather than a factor of growth and development." It seems that the school's contribution has played a negative role in the welfare of children and the development of the country. (Noe: S·B· Ekanayake: Rural Education: The Fundamental Way of Rural Development, Education Outlook No.25, 1990, 1 1. Because of the "underdeveloped" characteristics of social development in developing countries, education has played an obvious negative role while promoting the development of individuals, society and education itself. We can explain the remarkable performance of the negative function of education in developing countries from the following aspects:
(A) the negative impact of education on personal development
In the process of education in developing countries, great progress has been made in many aspects, but at the same time, a large number of pathological phenomena have appeared, which greatly limit the future survival and development space as individuals. China, for example, has long been troubled by the one-sided pursuit of enrollment rate since the 1960s. The college entrance examination has become the baton of education, and what is taught is what is tested. "Chasing movies" once became an insurmountable educational chronic disease. In Brazil, the phenomenon of primary school repetition is among the highest in Latin America and the Caribbean, which makes Brazil one of the countries with the highest repetition rate, with the national repetition rate exceeding 20%, second only to Suriname. This amazing speed has lasted for more than 40 years. (Note: Maria Isabel Davico: Repetition and Dropout: Research Report on the Role of Teachers in Brazil, Education Outlook No.25, 1990, 1 1. In India, the problem of student drain is serious. It should be said that the emergence of these pathological phenomena is not a day's work, and their harm to the development of people in these countries is not trivial.
(B) the negative impact of education on social development
In developing countries, the number of people receiving general secondary education and higher education is increasing rapidly (especially in non-technical subjects), while the number of people receiving secondary vocational and technical education in developing countries is only 10.2%, which is less than half of that in developed countries (according to the statistics of UNESCO 198 1 year), and the cultivation of high-tech talents is far from meeting the growing demand of the second economic sector. (Note: Lassek, G. Vidinu, Ma Shengli, etc. Prospects for the development of global educational content from now to 2000, page 46, Education Science Press, 1996. ) The blind pursuit of diplomas and the unreasonable setting of professional structures make it impossible for these countries to truly obtain sufficient and effective development momentum. From this, we can see that some societies have begun to "reject the achievements of institutionalized education" (note: Editor-in-Chief of the International Education Development Committee of UNESCO, translated by the Institute of Comparative Education of East China Normal University: "Learn to survive-today and tomorrow in the educational world", page 37, Education Science Press, 1996. ), refused to use the school graduates. "In many countries in Latin America, it is difficult for many school graduates to find jobs. They are in the predicament of unemployment, brain drain and underemployment, and lack jobs suitable for their majors." (Note: Huang Zhicheng: Problems and Lessons in the Development of Latin American Countries, Foreign Education Materials, No.5, 1995. ) There are more and more educated unemployed people in African countries. At the same time, the brain drain is serious, and the supply of scientific and technological talents is in short supply. (Note: Wang Ling: Characteristics, Problems and Experiences of Higher Education Development in Africa (Volume II), Foreign Education Materials,No. 1995,No. 1. In developing countries in Asia, unemployment and underemployment, brain drain, shortage of technicians at all levels and other social problems are also extremely common. In the vast number of developing countries, the unreasonable internal structure of education leads to the contradiction between surplus and shortage of talents, which makes the view that education plays a role in the economic, political and cultural development of society unconvincing. Because the fact is that the society has not obtained the expected development resources from education, which is manifested in the lack of development stamina and relatively slow development speed to a considerable extent.
(C) the negative impact of education on their own development
In developing countries, the damage caused by the poor operation of the education system to its own development is typically manifested in: education fails to achieve sustainable and effective development because it is divorced from the needs of personal and social development, the quality and efficiency of education are low, the education funds are short, and the teaching staff is unstable. In developing countries in Asia, the lack of necessary financial resources, qualified personnel for community development, proper supervision and management, necessary personal safety and basic infrastructure have become the main problems and obstacles in rural education in these countries. (Note: Shi Weiping and Gao Yunyan: The Urgent Needs and Countermeasures of Rural Education in Asia, Foreign Education Materials,No. 1995,No. 1. In developing countries in Latin America, "up to now, the education system in Latin American countries still cannot overcome the most basic difficulties related to teacher training, supervision, technical assistance and class adaptation" (Note: Huang Zhicheng: Problems and Lessons in the Development of Latin American Countries, Foreign Education Materials, No.5, 1995. )。 In African countries, the blind expansion of higher education and the insufficient development of basic education have also exposed the imperfection of education system and the imbalance of education structure in these countries. All kinds of situations show that the poor operation of education in developing countries makes these countries face many difficulties in developing education itself.
It is in order to get rid of the predicament of personal, social and educational development that developing countries generally show a strong sense of educational reform, and the spirit of change and innovation permeates all kinds of education in these countries, forming a strong trend of educational reform, which cannot be said to be due to the concern and consideration of the negative functions of education in developing countries. From 65438 to 0985, China adopted the Central Committee's Decision on the Reform of the Education System. Under the guidance of this programmatic document, China's educational reform has made a series of achievements. 1986, the Indian government promulgated the national education policy, pointing out: "Education is an excellent investment at present and in the future, and this basic principle belongs to the national education policy.