教育理論本土化的省思
Some Thoughts Concerning the Individuation of Educational Theories
- 關鍵字：
- 本土化、教育理論 / Individuation、Educational theories
第四十二輯 - 1999-01-31
論道德教育的合理性基礎--黑爾與哈伯瑪斯道德教育觀之比較及其反省楊忠斌
On Reasonable Basis of Moral Education -- A Reflective Comparison between Hare's and Habermas' View on Moral EducationChung-Ping Yang
教育研究在教育政策形成中的地位 許智香
The Status of Educational Research in Educational Policy-MakingHsu, Chih-Hsiang
市場導向及其對高等教育之影響戴曉霞
Marketization, Marketing and Higher EducationHsiou-Hsia Tai
從美國教育券之實施論我國教育券政策符碧真
Educational Voucher policy in the R.O.C : What We Learn from the U.S.A ExperienceBih-Jen Fwu
隱喻的意義及其在學校行政問題解決的應用
The Meaning of Metaphor and Its Applications of Problem-Solving in School AdministrationNai-Ying Whang
九０年代主要企業組織理論與學校行政革新張明輝
Major Enterprise Organizational Theory and the Innovation of School AdministrationMing-Huei Chang
課程管理的分析架構高新建
A Framework for the Analysis of the Governance of CurriculmShin-Jiann Gau
大陸義務教育教材思想內涵之研究--以小學語文教科書為例楊慧文
A Critical study of Chinese Textbooks in Mainland China Compulsory EducationYang Hui-Wen
科學-技術-社會(STS)的「道德與公民」課程吳璧純
Moral and Citizenship Education : The STS ApproachPi-chun Wu
從歷史學科課程評析英國國定課程改革之理論與實際蔡清田
Curriculum Reform of the National Curriculum in England : The Subject of HistoryTsai, Ching-Tien
日據時代鹿港地區的教育活動單文經
The History of Education in Lukang Township,1895-1945Wen-Jing Peter Shan
教育理論本土化的省思林秀珍
Some Thoughts Concerning the Individuation of Educational TheoriesShow-Jane Lin
- 摘要
- 英文摘要
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本文先從歷史發展，探討百年來西方文化對我國社會的衝擊，以及台灣四十年來社會變遷的梗概，從社會現象與學術研究兩方面，進一步提出教育理論本土化的意義與方向。最後本文從科學理性考察與生命體驗的實證研究態度、研究成果的有效性、學術研究自由與自律以及教育研究人才的培育等方面，論述教育理論本土化的重要條件。筆者認為，教育理論本土化的訴求，反映出當代教育學者的研究自覺與文化認同。「本土化」有利於體認自身文化淵源，使學術推展獲得足夠的自我意識，更明智的把持進展的方向。但是「本土化」的努力，不應該自閉於文化傳統的靜態迷戀，造成本土文化與西方理論的嚴格對峙。相反的，在中西殊異的思維模式與文化視野中，透過對話、理解與詮釋，達成創造性的視野交融，讓多元催發帶來教育理論的創新與進步，不僅提昇國內的學術研究水準，也能貢獻於整體教育學理論的發展，這應是教育理論本土化的最終目的。
The main purpose of this paper is to examine some issues concerning the significance of the individuation of educational theories. In order to understand the plea for the individuation of educational theories， it is necessary to clarify the historical background and the meaning of individuation. Such clarification， in fact， is a prerequisite for achieving the goal of individuating theories for educational practice in Taiwan. This paper is divided into three parts. First， the influence of western civilization to our culture and society is discussed. Second， the meaning of the individuation of educational theories is explored. Finally， directions and necessary conditions for establishing educational theories suitable for our country are suggested.
