當代教育哲學的新課題--老人教育哲學之探討及其啟示
The Contemporary Issue in Educational Philosophy: The Philosophy of Education for Older Adults and Its Implications
- 關鍵字：
- 教育哲學、教育老年學、老人教育 / Educational philosophy、Educational gerontology、Education for older adults
第四十八輯．第三期 - 2002-09-30
自傳文本的課程論述與批判陳昇飛
Autobiography Text: Curriculum Discourses and CriticismShen-Fei Chen
學校本位課程評鑑的知識基礎--教師實踐知識 林佩璇
The Knowledge Base of School-Based Curriculum Evaluation--Teachers' Practical KnowledgePei-Hsuan Lin
運用學校本位經營機制推動教學創新之探討林生傳、李新民、廖仁智
Generating Instructional Innovations through School-Based ManagementSheng-Chuan Lin Hsinh-Ming Lee Jun-Chin Liao
清代學政研究黃春木
The Study of the Provincial Director of Education in the QingTsun-Mu Hwang
日本道德教育理念的理論結構與儒家思想作用之分析梁忠銘
The Influence of Confucian Thought on the Theoretical Structure of Japanese Moral Educational IdealsChung-Ming Liang
探討德國教育學者Wolfgang Klafki教育理論之轉向朱啟華
The Transformation of W. Klafki's Theory from Humanism to Critical TheoryChi-Hua Chu
從「現象學反思」到「意識型態批判」--論Husserl與Apel的方法論對比及其在教育研究上的意義 王俊斌
From Phenomenological Reflections to Ideological Critics--Methodological Comparison between Husserl and Apel and Its Implications on Educational ResearchChung-Ping Wang
當代教育哲學的新課題--老人教育哲學之探討及其啟示黃錦山
The Contemporary Issue in Educational Philosophy: The Philosophy of Education for Older Adults and Its ImplicationsChin-Shan Huang
- 摘要
- 英文摘要
- 參考文獻
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隨著老人人口的逐漸增加，老人參與教育的問題也逐漸浮現。但是，國內教育哲學的研究並沒有隨著社會變遷的進程，對當代最新的教育問題進行哲學性的研究與分析。有鑑於此，本文首先探討四種老人教育哲學理論之內涵，依次為功能主義取向、批判教育老年學學派、人文主義取向、和經驗，對話與超越學派。其次，分別就老人教育的目的、老人教育的教師角色與其教學型態、以及老人教育的課程規劃等三個方面，依據各個老人教育哲學派別的理論重點，逐一地引伸出其對老人教育實務工作上的意涵。最後，則依據老人教育的哲學理論及其在老人教育實務工作上的意涵，來對我國老人教育的實施情形進行哲學性的評論，以及具體指出其對我國老人教育的啟示。
Compared with Western countries， the theoretical researches andpractical developments of education for older adults in Taiwan areunderdeveloped. More attention has been given to education for older adultssince the advocacy of lifelong education and learning society in Taiwan. However， research related to the philosophy of education for older adults remains rarein Taiwan. This study， therefore， aims to explore the different philosophicalparadigms of education for older adults and their implications on education forolder adults in Taiwan. There are three main sections in this paper. Firstly，this study explores four philosophical paradigms guiding the research andpractice of education for older adults: 'the functionalist approach'， 'criticaleducational gerontology'， 'the humanist approach'， and 'experience， dialogue andtranscendence'. Secondly ， the implications of the four philosophicalparadigms on the practices of education for older adults are discussed withpaticular attention to the purpose， instructor's role， teaching style， andcurriculum. Finally， criticisms and recommendations regarding the practices ofeducation for older adults in Taiwan are made in order to facilitate the futuredevelopment of education for older adults in Taiwan.
