In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.
In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.
复制标题
DOI：
--
复制
发表时间：
1982
期刊：
影响因子：
--
通讯作者：
C. Gilligan
中科院分区：
文献类型：
--
作者：
C. Gilligan
1914年，弗洛伊德在其《论自恋》一文中，克服了对“放弃观察而陷入空洞的理论争议”的反感，拓展了他的心理学领域版图。他追溯爱的能力的发展（他将其等同于成熟和心理健康），并将其起源定位在对母亲的爱和对自我的爱之间的对比上。但是，在将爱的世界如此划分为自恋和“客体”关系时，他发现男性的发展变得更加清晰，而女性的发展却愈发模糊。这个问题的产生是因为母亲与自我之间的对比产生了两种不同的关系形象。弗洛伊德依据男性生活的意象来描绘人类成长的历程，却无法追踪女性在关系、道德或清晰的自我意识方面的发展。这种将其理论逻辑与女性经验相契合的困难最终导致他将女性区分开来，将她们的关系，如同她们的性生活一样，标记为“心理学的‘黑暗大陆’”（1926年，第212页）。
因此，笼罩着对女性发展理解的解释问题源于在她们的关系经验中所观察到的差异。对弗洛伊德来说，尽管他生活在女性环绕之中，并且在其他方面观察敏锐且见识广博，但女性的关系似乎愈发神秘，难以辨别且难以描述。虽然这种神秘表明理论如何蒙蔽观察，但它也暗示女性的发展被一种特定的人际关系概念所掩盖。由于关系的意象塑造了人类发展的叙事，将女性纳入其中，通过改变那种意象，意味着整个描述的改变。造成解释女性发展问题的意象转变通过两个11岁孩子——一个男孩和一个女孩——的道德判断得以阐明，他们在同样的困境中看到了两个截然不同的道德问题。虽然当前的理论清晰地阐明了男孩思维的脉络和逻辑，但对女孩的思维却阐释甚少。选择一个其道德判断超出现有发展评估范畴的女孩，是为了凸显解释问题，而非举例说明性别差异本身。基于女孩思维的意象增加一种新的解释思路，不仅能够在之前未察觉到发展的地方看到发展，还能够在不将这些差异从优到劣进行排序的情况下考虑对关系理解的差异。
这两个孩子在学校同属六年级，是权利与责任研究的参与者，该研究旨在探索道德和自我的不同概念。为本研究选取的样本旨在聚焦性别和年龄变量，同时通过将与道德发展相关的智力、教育和社会阶层等因素（至少按照现有量表衡量）保持在较高水平以最大化发展潜力。所涉及的两个孩子，艾米和杰克，都聪明且能言善辩，并且至少在他们11岁的抱负中，抵制简单的性别角色刻板印象类别，因为……
In 1914, with his essay "On Narcissism," Freud swallows his distaste at the thought o f "abandoning observation for barren theoretical controversy" and extends his map of the psychological domain . Tracing the development of the capacity to love, which he equates wit h maturity and psychic health, he locates its origins in the contrast between love for the mother and love for the self. But in thus dividing the world of love into narcissism and "object" relationships , he finds that while men's development becomes clearer, women's becomes increasingly opaque . The problem arises because the contrast between mother and self yields two different images o f relationships . Relying on the imagery of men's lives in charting the course of human growth , Freud is unable to trace in women the development of relationships, morality, or a clear sense o f self. This difficulty in fitting the logic of his theory to women's experience leads him in the end t o set women apart, marking their relationships, like their sexual life, as "a `dark continent' fo r psychology" (1926, p . 212) . . Thus the problem of interpretation that shadows the understanding of women' s development arises from the differences observed in their experience of relationships . To Freud, though living surrounded by women and otherwise seeing so much and so well, women' s relationships seemed increasingly mysterious, difficult to discern, and hard to describe . While thi s mystery indicates how theory can blind observation, it also suggests that development in women i s masked by a particular conception of human relationships . Since the imagery of relationship s shapes the narrative of human development, the inclusion of women, by changing that imagery, implies a change in the entire account . The shift in imagery that creates the problem in interpreting women's development i s elucidated by the moral judgments of two eleven-year-old children, a boy and a girl, who see, in th e same dilemma, two very different moral problems . While current theory brightly illuminates the line and the logic of the boy's thought, it casts scant light on that of the girl . The choice of a girl whose moral judgments elude existing categories of developmental assessment is meant t o highlight the issue of interpretation rather than to exemplify sex differences per se . Adding a new line of interpretation, based on the imagery of the girl's thought, makes it possible not only to se e development where previously development was not discerned but also to consider differences in the understanding of relationships without scaling these differences from better to worse . The two children were in the same sixth-grade class at school and were participants in th e rights and responsibilities study, designed to explore different conceptions of morality and self . The sample selected for this study was chosen to focus the variables of gender and age whil e maximizing developmental potential by holding constant, at a high level, the factors of intelligence , education, and social class that have been associated with moral development, at least as measured by existing scales . The two children in question, Amy and Jake, were both bright and articulate and , at least in their eleven-year-old aspirations, resisted easy categories of sex-role stereotyping, since