A Study of the Middle Classes and Basil Bernstein’s Modalities of Pedagogic Practice

• Main Authors: Huang-Min Huang, 黃煌閔
• Other Authors: Ruei-Sian Wang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/n8gnsd

碩士 === 國立屏東教育大學 === 教育學系 === 97 === This thesis aims to know how Basil Bernstein discriminated ‘visible pedagogy’ and ‘invisible pedagogy’ from ‘conservative pedagogy’ and ‘progressive pedagogy’, and the conflict of the two modalities of pedagogic practice derives from different social divisions of labor within the middle classes: the old middle class in economic fields adheres to visible pedagogy; the new middle class in cultural and symbolic fields espouses invisible pedagogy. Basil Bernstein drew on Durkheim’s organic solidarity to probe the characteristics of the old and new middle classes, and blended with conflict theory for analyzing the inner ideology conflicts within the middle classes. ‘Visible’ pedagogy and ‘invisible’ pedagogy might not have differences in whether they can be seen or not be seen, but rather in the differentiated hierarchical rules between the teachers and students, the control of the transmission sequence, and the boundary extent of the criteria for evaluation. Basil Bernstein focused especially on the adherent of invisible pedagogy, that is, the new middle class mothers’ role transformation and contradictory nature. In addition, we could see the Foucault’s power notions in Bernstein’s analysis of pedagogic practice. The change from visible pedagogy to invisible one symbolizes that the external control has been transformed into internal disciplinary mechanism. The breakthrough of pedagogic practice theory is that the exploration of ‘conservative pedagogy’ and ‘progressive pedagogy’ isn’t merely in teaching aspect. What is the contribution of pedagogic practice theory is to provide more elaborative thinking and resolve the specific mechanism of the cultural reproduction and power control.