笑聲、嘲弄與規訓：兒童認知發展歷程中幽默的社會意義

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Title:	笑聲、嘲弄與規訓：兒童認知發展歷程中幽默的社會意義
Other Titles:	Laughter, Ridicule and Discipline: The Social Meaning of Humor in the Process of Children’s Cognitive Development
Authors:	郭育蘭 Kuo, Yu-Lan
Contributors:	應用社會學系教育社會學碩士班周平 Ping Chou
Keywords:	規訓性幽默;規訓;嘲弄;兒童幽默;反叛性幽默 disciplinarian humor;discipline;ridicule;child humor;rebellious humor
Date:	2014
Issue Date:	2014-11-24 16:32:49 (UTC+8)
Abstract:	本研究以社會學的角度剖析兒童幽默事件的社會意義。日常生活中信手拈來的玩笑關係往往蘊含著豐富的兒童認知歷程的發展與社會如何塑造兒童的身心狀態。幽默效果是經由兩種力量的辯證而產生：透過戲謔的方式尋找自由與透過規訓來符合規範；用違規來尋找樂趣，也讓社會有機會凸顯規範的重要，然後經由規訓機制來尋回規範。　　本研究參考Michael Billig對幽默的分類方式，將兒童幽默區別為：規訓性幽默與反叛性幽默，並與幽默理論和社會學理論作對話，以從中歸納出兒童幽默的社會意義：一、兒童幽默承載了默會的社會規範二、兒童幽默作為兒童對社會的微型反抗三、兒童的認知發展：由直接的嘲笑到間接的反諷四、習得的幽默塑造自我　　The study analyzes the social meaning of children’s humor events from the viewpoint of sociology. Common daily jokes usually implicate the process of children’s cognitive development and signify how our society disciplines children gradually. The effect of humor could be found through two investigations: looking for freedom by jocosity and corresponding with the norm by discipline. Children look for fun by breaking the rules; this process sticks out the importance of social norm; therefore, the society tries to shape the children by discipline.　　Consulting the analysis of humor from Michael Billig, the study differentiates child humor as disciplinarian humor and rebellious humor and concludes the social meaning of child humor as the following: 1.Child humor abides by tacit social norms.2.Child humor could be taken as children’s micro rebellion to the society.3.The process of children’s cognitive development could be seen from direct ridicule to indirect irony. 4.Acquired humor models oneself.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

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