Page 191 - 《社会》2023年第2期

社会·2023·2

教育知识与圣俗二分：从涂尔干 社会
2023·2
CJS
到伯恩斯坦 第 43 卷

胡雪龙

摘 要：“知识是一种社会建构” 命题是涂尔干研究人类总体知识的落脚点，
也是伯恩斯坦理解教育知识的社会性质的起点。 本文试图重新理解涂尔干这
一重要却不断被误解的命题，从“圣俗二分假想”入手，还原涂尔干知识社会学
背后的问题意识，并呈现伯恩斯坦对圣俗二分的思考。 研究发现，伯恩斯坦一
方面继承和推进了涂尔干对知识及其社会基础的思考， 从双重社会性假设出
发阐释了教育知识的分类原则, 另一方面也阐明了圣俗二分所蕴含的教育解
放的可能性。
关键词：学校知识 日常知识 “新”教育社会学 涂尔干 伯恩斯坦

Educational Knowledge and the Distinction Between the Sacred
and the Profane: From Durkheim to Bernstein
HU Xuelong
Abstract：The proposition of“knowledge is a product of social construction” is the
foothold of Durkheim’s understanding of human knowledge on the whole， and it is
also the standpoint from which Bernstein conceives knowledge relations within
education fields. This paper attempts to re鄄examine this important but yet constantly
misunderstood proposition offered by Durkheim. It starts from the point of
Durkheim’s “sacred and profane” dichotomy， then delves into the problematics
behind his sociology of knowledge， and finally examines the way in which Bernstein’s
sociology of educational knowledge goes beyond “sacred and the profane”
dichotomy. The paper points out that Durkheim’ s creative connection of knowledge
and society is based on the recognition of the duality between individual and
collective experiences. Its significance lies in the fact that Durkheim’s socio鄄
historical interpretation of knowledge does not undermine knowledge itself.

* 作者：胡雪龙 北京师范大学教育学部教育基本理论研究院（Author：HU Xuelong， Institute of
Education Theories，Faculty of Education，Beijing Normal University）E鄄mail：hthxl@hotmail.com

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