教育知识与圣俗二分：从涂尔干到伯恩斯坦

“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。

Educational Knowledge and the Distinction Between the Sacred and the Profane: From Durkheim to Bernstein

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-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-historical interpretation of knowledge does not undermine knowledge itself. Bernstein’s insights of the relationships between school and everyday knowledge should be seen as a faithful continuity to Durkheim’s sociology of knowledge. On the one hand, Bernstein expands Durkheim’s division of knowledge between “scientific classifications” and “technical classifications”. He argues that the everyday-knowledge-based teachings occurred in daily encounters are in sharp contrast to the school teachings based on scientific knowledge. On the other hand， Bernstein acknowledges that official pedagogy cannot ignore everyday knowledge. However， the strict boundary between school and everyday knowledge constitutes the necessary social condition for the acquisition of educational knowledge and identities. More importantly，the sacred/profane distinction is the prerequisite for educational emancipation， in that the abstract form of school knowledge enables students to go beyond the myths of everyday life， to envisage new ideas and create new orders. Considerations touched upon above the essential necessities of educational knowledge， as opposed to its realizations in contingent contexts， are central in determining the educational ideals that can offer help and guidance for desirable action.