國家霸權與政治社會化之探討

Abstract

霸權為統治權力的一種表現形式，國家為達成其統治的目的，在壓迫性力量之外，也進行意識型態的灌輸。在各種意識型態國家機器之中，學校的功能最為明顯。國家可以規劃課程教學，使統治意識型態獲得合法化並得以複製。因此，學校課程教學便成為一種政治社會化工具。歷來我國政府大都運用語文及社會學科進行政治社會化，近年來由於本土化意識興起，「認識台灣」成為新興的政治社會化課程。本文即以「認識台灣」課程為例，探討國家霸權和政治社會化的關係。經由本文之分析，「認識台灣」具有三種霸權性格：作為政治社會化工具、為霸權意識型態之產物、建構新霸權文化。本文並在結論中提出四項建議，供未來改進「認識台灣」課程與教學之參考。

The purpose of this paper is to analyze the meaning of state hegemony and its relationship with political socialization. Social control usually takes two basic forms: the first is influencing behavior externally through rewards and punishment, the second is affecting people internally by means of molding personal convictions into a replica of prevailing norms. Hegemony is the second kind of social control. Its function is to transform the political ideology of those whom are being governed. In all aspects of ideological state apparatuses, school is the most important. The dominant group usually conditions people by educating them through schooling to accept the culture of hegemony and to share similar world-views and life-styles with the dominant class. Dominant ideology thus acquires its legitimacy through curriculum and instruction which, elaborately designed by state government and intellectuals, enables the dominant social group to exercise their power. Such process occurring within a school is the so-called political socialization.It has been a quite long time since the Taiwan government has dominated common education to practice the purpose of political socialization. However, in following the current social change of the recent 20 years, a new subject titled “Getting to Know Taiwan” was initiated in junior high schools. The main ideology of this new subject is rising up from Taiwan localism. Its purpose is wholly different from those traditional curriculums. After analyzing its ideology and policy background, the author presents three main characteristics of this new subject as follows: being an instrument of political socialization, being a product of dominant ideology, and focusing to construct a new culture of hegemony. At the conclusion of this paper, four suggestions are proposed to revise curriculum outline and textbook content in the future.