The Rearch of Bernstein's Pedagogic Discourse

• Main Authors: Su-mian Huang, 黃素滿
• Other Authors: Rui-Shian Wang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/89867465053820078600

碩士 === 南華大學 === 教育社會學研究所 === 91 === 　　As British sociologist of education, Basil Bernstein, his theory has been extensively studied and discussed in the field of educational sociology. Bernstein devotes all his own life to analysis the scene beyond social and educational phenomena, which are implied the distribution of power and the principle of social control. To explore the philosophy of Bernstein, we discover that his theory is characteristic of cross-theories, cross-fields and cross-disciplines. In addition, from the point of methodology, Bernstein’s philosophy is closely linked to the notions of Emile Durkheim and the perspectives of structuralism. 　 　　To generalize the development of Bernstein’s ideology system, it is approximately divided into two stages. The first stage is mainly to construct the Code Theory, and the later stage is the Pedagogic Discourse Theory. The pedagogic discourse theory is the latest ideology of Bernstein, which is derived from the Code Theory but transcends it. 　 　Bernstein and the development of new sociology of education have very close relationship. Being one of members of new sociology of education, Bernstein focuses his research central theme on western curriculum research of and educational knowledge issues. No wonder he develops a close relationship with new sociology of education. Bernstein bases on the code and addresses the conceptions of classification and framing to explain the implication of educational knowledge, which is suggested by power classification, and principles of social control. 　 　　Bernstein, however, thinks that many new educational sociologists only pay their attention on educational knowledge, without considering the composition of text. Therefore, it encourages Bernstein to reflect the standpoint of cultural reproduction theory and develops the Pedagogic Discourse Theory to argue about textual composition issues. 　 　　Bernstein bases on Pedagogic Device to explicate the Pedagogic Discourse Theory. Through the pedagogic device, Bernstein demonstrates the procedure of the knowledge production, circulation and reproduction. Furthermore, he points out that power is distributed by pedagogic device to deliver knowledge to different groups in order to affect and develop their own ideology. Bernstein’s Pedagogic Discourse Theory is not only to enrich the researching but also established the foundation for educational sociology. Hence, his contribution and importance to educational sociology is beyond the words.