Formation, Transmission And Acquisition Of Knowledge: The Research On Bernstein’s Pedagogic Discourse Theory

Bernstein is one of greatest pedagogical sociologists in the contemporary erawhose Code Theory and Pedagogic Discourse Theory made a huge difference to thepedagogical sociology field. In China, Code Theory of Bernstein have been nearlystudied fully and perfectly, while less attention has been paid on Bernstein’sPedagogic Discourse. The thread of this dissertation is the process of knowledge’sformation, transmitting and acquisition. And this dissertation aim to give a clearinterpretation of Bernstein’s Pedagogic Discourse Theory. There are four sections inthe dissertation:Section1gives a brief account of Bernstein’s life, and analyses thought origin ofBernstein’s theories and ideas from the perspective of sociology. Actually, UnityTheory of Durkheim, Class Theory of Marx and Capital Theory of Bourdieu all hadimportant affects on Bernstein.Section2has an analysis on the evolution process of Bernstein’s theories andideas, explains the internal logic between Code Theory and Pedagogic DiscourseTheory, elaborate how Bernstein transformed his studies from Code Theory toPedagogic Discourse Theory.In Section3, the three fields of Pedagogic Discourse are systemically analysed,as well as their internal structures and rules. These3fields are primary field,recontexualzing field and secondary field. Those3fields consist of pedagogic device,which is the heart of Bernstein’s Pedagogic Discourse Theory.Section4sets a value on Pedagogic Discourse Theory. Though PedagogicDiscourse Theory are always in a high position in pedagogical sociology field, thereare also some disadvantages from the aspect of construction and practice; Meanwhile,Pedagogic Discourse Theory enlightens us on pedagogic study. The rethinking andreconstruction of “curriculum”, unique study method and the discussion on thepedagogic theories and pedagogic practice are worth investigators’ thinking andimitation.