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
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
  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.

林建福(2021)。再思考教育關係:緣起、意義與挑戰。教育研究集刊,67(4),1-37。https://doi.org/10.53106

  /102887082021126704001

[Lin, C.-F. (2021). Rethinking pedagogical relation: Origins, meanings, and challenges. Bulletin of Educational Research,

  67(4), 1-37. https://doi.org/10.53106/102887082021126704001]

錢鍾書(1999)。圍城。臺北市:書林。

[Qian, Z. (1999). Fortress besieged. Taipei, Taiwan: Bookman Bookstore.]

簡成熙(2019)。教育評價時代的危機與Biesta的教育美麗冒險。湖南師範大學教育科學學報,18(1),61-

  75。

[Chien, C.-H. (2019). The crisis in the era of educational evaluation and Biesta’s beautiful adventure of education. Journal

  of Educational Science of Hunan Normal University, 18(1), 61-75.]

Bauman, Z. (1993). Postmodern ethics. Oxford, UK: Wiley-Blackwell.

Biesta, G. J. J. (2006). Beyond learning: Democratic education for a human future. Boulder, CO: Paradigm.

Biesta, G. J. J. (2010). Good education in an age of measurement: Ethics, politics, democracy. Boulder, CO: Paradigm.

Biesta, G. J. J. (2011). Learning democracy in school and society: Education, lifelong learning and the politics of

  citizenship. Rotterdam, Netherlands: Sense.

Biesta, G. J. J. (2012). No education without hesitation: Exploring the limits of educational relations. In W. Ruitenberg

  (Ed.), Philosophy of education 2012 (pp. 1-13). Urban, IL: Philosophy of Education Society.

Biesta, G. J. J. (2015). What is education for? On good education, teacher judgement, and educational professional

  professionalism. European Journal of Education, 50(1), 75-87. https://doi.org/10.1111/ejed.12109

Biesta, G. J. J. (2016). The beautiful risk of education. London, UK: Routledge.

Biesta, G. J. J. (2017a). The rediscovery of teaching. New York, NY: Routledge.

Biesta, G. J. J. (2017b). Letting art teach: Art education after Joseph Beuys. Arnhem, Netherlands: ArtEZ Press.

Biesta,G. J. J. (2019). Obstinate education: Reconnecting school and society. Leiden, Netherlands: Brill.

Biesta, G. J. J. (2020a). Educational research: An unorthodox introduction. London, UK: Bloomsbury.

Biesta, G. J. J. (2020b). Risking ourselves in education: Qualification, socialization, and subjectification revisited.

  Educational Theory, 70(1), 89-104. https://doi.org/10.1111/edth.12411

Biesta, G. J. J. (2021). On the giving of teaching: Encountering the educational phenomenon. In P. Howard, T. Saevi, A.

  Foran, & G. Biesta (Eds.), Phenomenology and educational theory inconversation (pp. 11-25). London, UK: RKP.

Biesta, G. J. J. (2022). World-centred education: A view for the present. London, UK: Routledge.

Blake, N., Smeyers, P., Smith, R., & Standish, P. (1998). Thinking again: Education after postmodern. Westpork, CT:

  Bergin & Garvey.

Blake, N., Smeyers, P., Smith, R., & Standish, P. (2000). Education in an age of nihilism. London, UK: Routledge.

Blake, N., Smeyers, P., Smith, R., & Standish, P. (Eds.). (2003). The Blackwell guide to the philosophy of education.

  Malden, MA: Blackwell.

Burke, K. (1966). Language as symbolic action. Oakland, CA: University of California Press.

Elliott, J. (1993). The assault on rationalism and the emergence of the social market perspectives. In J. Elliott (Ed.),

  Reconstructing teacher education (pp. 15-19). London, UK: The Falmer.

Field, J. (2000). Lifelong learning and the new educational order. Stoke-on-Trent, UK: Trentham Books.

Hargreaves, D. H. (1994). The mosaic of learning: Schools and teachers for the next century. London, UK: Demos.

Hirst, P. H. (1966). Educational theory. In J. W. Tibble (Ed.), The study of education (pp. 29-58). London, UK: RKP.

Levinas, E. (1981). Otherwise than being or beyond essence. The Hague, Netherlands: Martinus Nijhoff.

Levinas, E. (1985). Ethic and infinity. Conversations with Philippe Nemo. Pittsburgh, PA: Duquesne University Press.

Levinas, E. (1989). Revelation in the Jewish tradition. In S. Hand (Ed.), The Levinas reader (pp. 190-211). Oxford, UK:

  Blackwell.

Levinas, E. (2006). Humanism of the other (N. Poller, Trans.). Urbana/Chicago, IL: University of Illinois Press.

Lingis, A. (1994). The community of those who have nothing in common. Bloomington, IN: Indiana University Press.

Marion, J.-L. (2016). Givenness and revelation. Oxford, UK: Oxford University Press.

Marion, J.-L. (2017). The rigor of things: Conversation with Dan Arbib. New York, NY: Fordham University Press.

Nola, R., & Irzik, G. (2005). Philosophy, science, education and culture. Dordrecht, Netherlands: Springer.

Olssen, M., Codd, J., & O’Neill, A. (2004). Education policy: Globalization, citizenship and democracy. London, UK:

  Sage.

Peters, R. S. (1977). Education and the education of teachers. London, UK: RKP.

Peters, R. S. (1981). Essays on educators. London, UK: George Allen & Unwin.

Peters, R. S. (2017). 倫理學與教育(簡成熙,譯)。臺北市:聯經。(原著出版於1966)

Todd, S. (2003). Learning from the other. Albany, NY: SUNY Press.

Westphal, M. (2008). Levinas and Kierkegaard in dialogue. Bloomington, UK: Indiana University Press.