第四十九輯．第二期 - 2003-06-30

家長社經背景與學生學業成就關聯性之研究謝孟穎
A Study of the Relationship between Parental Socioeconomic Backgrounds and Students' Academic AchievementsMeng-Ying Hsieh
高等教育勞動力低度運用的變遷：惡化或改善？曾敏傑、賴人豪
Changes in the Underutilization of the College-educated Labor Force: Worsening or Improving?Min-Chieh Tseng* Jen-Hao Lai**
美國耶穌會大學通識課程發展與決策模式之個案研究--以喬治城大學為例侯永琪
The Curriculum and its Decision-Making Model in American Jesuit Colleges and Universities: A Case Study of Georgetown UniversityAngela Yung-Chi Hou
高等教育整併之國際比較戴曉霞
Integration/Merger in Higher Education: A Comparative StudyHsiou-Hsia Tai
批判的教育政策分析--以高等教育整併政策為例林純雯
A Critical Analysis of Educational Policy: The Consolidation Policy of Taiwan's Higher Education as an ExampleChun-Wen Lin
共識論述與差異政略思想在學校行政革新上的和合與適用性：Habermas、Lyotard與中國「道」思想的詮釋性應用黃宗顯
The Integration of “Consensus Discourse” and “Politics of Difference” in Seeking Appropriate Innovations in School Administrations: An Interpretive Application of Habermas’s, Lyotard’s, and Chinese Daoist TheoriesTzung-Hsien Huang
學校組織中集體協商運作之研究--以北部六縣市國民中學為例黃乃熒、曹芳齡
A Study of Collective Bargaining in School Organizations: The Example of Junior High Schools in Six Counties and Cities in Northern TaiwanNai-Ying Whang* Fang-Ling Tsao**
我國高中暨高職學生單位成本計算模式之研究廖年淼、劉孟珊
An Alternative Approach to Estimate Taiwan's High School Student Unit CosNyan-Myau Lyau* Meng-Shan Liu**
以專家判斷法決定國民小學教育經費充足--一個方法的試探塗巧玲、楊宜興
Determining the Education Budgetary Expenses of Taiwanese Elementary Schools through the Professional Judgment Approach: The Exploration of a New ApproachChiaoling Tu* Phil Y. Yang**

共識論述與差異政略思想在學校行政革新上的和合與適用性：Habermas、Lyotard與中國「道」思想的詮釋性應用

The Integration of “Consensus Discourse” and “Politics of Difference” in Seeking Appropriate Innovations in School Administrations: An Interpretive Application of Habermas’s, Lyotard’s, and Chinese Daoist Theories

作　者：: 黃宗顯 / Tzung-Hsien Huang

關鍵字：: 共識論述、差異政略、學校行政革新 / Consensus discourse、Politics of difference、School administrative innovations

摘要
英文摘要
參考文獻
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本文旨在探討批判理論學者J.Habermas的共識論述、後現代思想家J. F. Lyotard的差異政略、以及中國「道」思想三者在學校行政革新應用上的和合與實踐適用性。作者認為Habermas的共識論述可以為學校行政的共識性革新提供立論基礎；Lyotard的差異政略思想則為悖理性革新（paralogical innovation）建立合法性的堅實理據。共識性革新可以吸納校內外聚合傾向的革新能量，配合學校組織系統運作的需求，追求團體規約取向和集體意識型態下的革新作為和目標；悖理性革新吸納校內外疏離傾向的革新能量，關懷成員自主性需求，尋求個殊取向和特殊意識型態下的革新作為和功效。兩種革新都有其適用空間，都為學校行政革新所必需，且各有其優點和限制。就如同中國「道」學中的「陽」與「陰」，兩者的和合始構成學校行政革新的完整內涵，而兩者間有如陰陽辯證般的動態衍化特性，亦甚富學校行第革新的啟示。本文逐一析述這些立論的內涵與融通應用性。

This article attempts to form a complementary framework for appropriate innovations in school administrations by integrating the theoretical perspectives of Habermas’s consensus discourse， Lyotard’s politics of difference， and Chinese Daoism. Habermas’s thinking on consensus discourse offers a theoretical basis for consensus innovations in school administration， whereas Lyotard’s thoughts on politics of difference legitimate school administrative paralogical innovations. Consensus innovations pursue school improvements under the mandate of group regulations and collective ideologies. Paralogical innovations， on the other hand， look for school progress by satisfying idiosyncratic needs as well as particular ideologies. Just as “Ying” and “Yang” constitute a complementary structure and dynamic relationship in Chinese Daoism， both consensus innovations and paralogical innovations are mutually constitutive in school administrations. Their theoretical inter-relationship and appropriate application are discussed in this paper.