第五十八輯.第一期 - 2012-03-31

德國文化教育學在日治時期臺灣的傳播與發展(1920-1940)

The Development and Interpretation of Cultural Pedagogy of Germany during Japanese Colonial Period in Taiwan (1920-1940)

作 者:
祝若穎 / Jo-Ying Chu
關鍵字:
日治時期、文化教育學、Spranger、教育思想 / Japanese colonial period、cultural pedagogy (Kulturpädagogik)、E.Spranger、educational discipline
  • 摘要
  • 英文摘要
  • 參考文獻
  • 學術引用
觀看臺灣教育思想的發展,1920年代是劃時代的時期,社會狀態處於近代化的萌芽期,對於外來思想採取開放積極的態度。本研究以德國文化教育學為主軸,分析1920至1940年《臺灣教育》、《臺灣》等期刊,發現該學派當時已出現相關的專論,歸納引進臺灣的理論,包括重視文化價值之傳承與六項類型、強調體驗與共鳴之內涵、對臺灣同化主義之批判、教育愛之理論系統化與著重思考教育之本質。從該學派傳入臺灣之變化來看,偏向高階知識學院化、較少出現變質的軍國式文化教育學說,且未出現確切的教學法。受到戰爭爆發的影響,其學說漸趨沒落,並與戰後的教育思想之間存在無延續性的斷裂。然因該學說曾出現於臺灣,是以,我們必須正視由日本、中國、臺灣學者引進的西方教育思想,才能使現今的臺灣開出更璀璨多元的教育學術花朵。
The 1920s was a milestone in the development of pedagogical thought in Taiwan, when society was in its early stage of modernization and was open and positive toward foreign ideas. This study focused on the exploration of the German Dulturpadogogik and analyzed various periodicals from 1920 to 1940, including Taiwan Education Review and Taiwan, etc. It was found that there had been relevant discussions on this sect during that period, and the relevant theories introduced to Taiwan were summarized below: the emphasis on the inheritance of cultural values and the six related types, the importance of experience and sympathy for education, the criticism of the Assimilation theory in Taiwan, systemized theories on educational love, and the increasing thinking on the essence of education. In terms of the changes that occurred when such theories were introduced to Taiwan, they were mostly applied as a high-level knowledge basis for academic research. There was no significant evidence suggesting the distorted militarism-based theories on educational love, and the increasing thinking on the essence of education. In terms of the changes that occurred when such theories were introduced to Taiwan, they were mostly applied as a high-level knowledge basis for academic research. There was no significant evidence suggesting the distorted militarism-based theories on cultural education. There had not been any clearly-defined teaching methodology developed, either. The outbreak of World War II led to the gradual fading of the theories, as well as a non-continuous disruption between them and post-war educational theories. Notwithstanding these facts, we must bear in mind that the German Kulturpadagogik was introduced to Taiwan. To create a more diverse and productive environment for educational research in Taiwan, we must pay sufficient respect and attention to the western educational theories introduced by scholars from Japan, China, and Taiwan.

APA 格式
祝若穎(Jo-Ying Chu)(2012年03月31日),〈德國文化教育學在日治時期臺灣的傳播與發展(1920-1940)〉。《教育研究集刊》,2014年01月26日取自:http://bulletin.ed.ntnu.edu.tw/bookindex/?mode=detail&id=1266

 

MLA 格式
祝若穎(Jo-Ying Chu),〈德國文化教育學在日治時期臺灣的傳播與發展(1920-1940)〉。《教育研究集刊》第 58 期(2012),取自:http://bulletin.ed.ntnu.edu.tw/bookindex/?mode=detail&id=1266


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