第六十八輯．第二期（Open Access） - 2022-06-30

論G. J. J. Biesta對學習化的批評與教學的期許：兼論對師資培育的啟示

On G. J. J. Biesta’s Criticism of Learnification and Expectations for Teaching and Some Implications to Teacher Education

作　者：
簡成熙 / Cheng-Hsi Chien
關鍵字：
主體化、G. J. J. Biesta、師資培育、教學、學習化 / G. J. J. Biesta, subjectification, learnification, teaching, teacher education
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  • 英文摘要
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　　本文利用哲學研究方法評述近年大西洋兩岸知名學者G. J. J. Biesta的教育觀。Biesta認為教育有三大任務：資格化、社會化、主體化的提升，不過，他認為西方啟蒙以後，過於重視資格化與社會化，這種只重視學生的學習產出，他稱之為學習化，反映的是資本主義的商業邏輯，未能真正促進學生主體的成長。同時，啟蒙重視的自主性、近年發展的詮釋學與建構主義，都高漲了主體的價值，未能重視主體的存在是與他者相連。在教學上，教師只淪為協助學生學習的促進者。Biesta發掘歐陸思想家的智慧，一一反省上述現象。他提出超驗、給予、中斷等概念，希望賦予教學新意，也重新探究師生關係。文末，研究者評述Biesta思想的兩項未竟之處：主體化涵蓋資格化、社會化的論據不足，以及教師超驗性角色過於倚重宗教詮釋，復提出未來師資培育應該培養教師的三項任務：深刻批判以學習成效為本的教育目的、體現以學生為主體的教育承擔、勇於教學承擔的實踐智慧。
　　Using philosophical research methods, this paper reviews the educational views of G. Biesta, a leading scholar on both sides of the Atlantic in recent year. Biesta believed that education has three major tasks: qualification, socialization and subjectification. He pointed out that, however, too much emphasis had been put on qualification and socialization after the Western Enlightenment. This emphasis on students’ learning output, which he called learnification, reflected the commercial logic of capitalism and failed to promote the growth of students. Meanwhile, the emphasis on autonomy since the Enlightenment and the recent development of hermeneutics and constructivism raised the value of subject, but failed to attach importance to the existence of subject as connected with the other; teachers had been regarded as facilitators who help students learn. Biesta explored the wisdom of European thinkers and reflected on these phenomena. He proposed the concepts of transcendence, giving and interruption, hoping to bring new ideas to teaching and to re-explore the teacher-student relationship. At the end of this paper, the author comments on two deficiencies of Biesta’s thoughts: subjectification contains qualification, socialization, insufficient profound argument, and over-reliance on religious interpretation for the transcendental role of teachers. The author also proposes that teacher education should cultivate future teachers in three tasks: deeply criticizing the purpose of education based on learnification, embodying the educational commitment of students as subject, and daring to undertake the practical wisdom of teaching.

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