Jean Baudrillard符號消費理論及其教育蘊義

Abstract

本研究旨在以詮釋學及批判理論方法探討Jean Baudrillard之符號消費理論。具體而言，本研究目的有四：（一）推究Baudrillard符號消費理論之歷史背景及其理論淵源；（二）分析Baudrillard符號消費理論之內涵；（三）闡釋Baudrillard符號消費理論所形成的教育蘊義；（四）綜合前述分析，衡酌我國教育發展現狀，擬具消費素養教育可行之建議。本研究結果有四：（一）其理論源於法國後現代思潮，並受到Marx生產理論、Debord景觀理論與McLuhan媒體理論之啟迪；（二）Baudrillard以符號、擬象、內爆為核心概念，分析與批判當代消費社會在商品符號化、媒體擬仿作用與意義內爆作用下所形成的超真實景況；（三）Baudrillard所指陳的符號消費現象造成知識商品化、青少年自我認同與人際關係的扭曲、師生單向溝通與教育研究失真的教育問題，應以消費教育的批判觀點解決之；（四）在台灣推展教育方面，吾人應重視並規劃台灣本身消費素養教育之內涵，且應參酌Baudrillard對當代消費社會的符號學分析及批判，重擬教育目的、課程內容、教學方法、師生關係與教育研究，以確保學生能具備批判符號霸權的知能，成為擁有消費自主性與文化創造力的消費主體。Through the methods of hermeneutics and critical theory, the study attempts to deal with J. Baudrillard’s theory on symbolic consumption. The objectives of the study includes: (a) to understand the historical background and theoretical origin of Baudrillard’s theory on symbolic consumption; (b) to analyze the content of Baudrillard’s theory; (c) to interpret the implication for education of Baudrillard’s theory on symbolic consumption; (d) to propose recommendations based on the above findings , considering current situation and development of education in Taiwan. The results includes: (a) Baudrillard’s theory originates in an atmosphere of French postmodernism, and his thoughts are affected by the theory of K. Marx’s production, G. Debord’s spectacle and M. McLuhan’s media ; (b) Three core conceptions in his theory are sign, simulacra and implosion, Baudrillard analyses and criticizes the hyper-reality of contemporary consumer society by commercial signification, media simulation and meaning implosion; (c) The spectacle of symbolic consumption which Baudrillard indicates leads to Knowledge commodification, the distortion of youth self-identity and their relationship, one-way communication between teachers and students, and unreal educational research. The study provides a critical viewpoint of consumer education through Baudrillard’s theory to solve these problems; (d) The study recommends the content of consumer literacy education in Taiwan should be emphasized and planed. J. Baudrillard’s theory might provide a critical and semiotic viewpoint to redevelop the educational objective, curriculum, instructional method, teacher-student relationship and educational research. Consumer literacy education will ensure students’ basic knowledge and abilities to criticize symbolic hegemony, and enabling them to be consumptive subject with consumptive autonomy and cultural creativity.