體驗區
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| 篇名 |
知識論述與主體構成：教育改革的系譜學分析
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| 並列篇名 |
Discourse of Knowledge and Constitution of Subject: Genealogical Analysis of Educational Reform
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| 作者 |
王俊斌
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| 中文摘要 |
從Nietzsche的系譜學研究方法以降，該方法目的不在於提出各種問題的可能解決策略，而是反省各種問題在一開始得已被提出的理由。亦即系譜學方法的應用並非企圖證成某些知識宣稱，或為道德判斷提出合理論據。相反的，他被看成一種徹底質疑某種「真理」或「普世價值」本原性「崇高」（noble）特質的「問題化」態度。依據這種方法論特色為基礎，本文的目的包括：首先，藉由「教育控制機制及其運作」之討論，奠定系譜學式教育改革分析的方法學基礎。其次，運用主體化系譜學方法，反省「課程改革過程中不可見的知識／權力關係」以及「從國家機器工具轉化為學習夥伴：教師圖像的符碼與時代象徵」等問題。最後，希望從前述的討論中，歸結當前台灣教育改革論述不可見的主體化現象，並且同時對系譜學教方法的侷限性提出檢討。
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| 英文摘要 |
According to the Nietzscheian genealogical research tradition, the key point of genealogy is not to provide a strategy for solving problems but to inquire as to the reason about how genealogy can be treated as a “problem”. That is to say, the genealogical method does not justify any epistemological claim or give ultimate evidence for moral judgment. On the contrary, it can be regarded as a “problematic” attitude of skepticism. Following this perspective on genealogical analysis, this article is divided into three primary sections. First, the construction of a methodological foundation via discussing about “pedagogical device and its operation.” Second, projecting subjectification conditions within pedagogical processes（e.g., “invisible power/knowledge relation within curriculum reform” and “code of Teacher-Build and symbol significance”）. Finally, the article represents an invisible subjectification phenomena of educational reform discourses in Taiwan on the one hand and viewing restriction of genealogy itself on the other.
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| 頁次 |
37-64
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| 關鍵詞 |
課程改革
、Pedagogical Device
、Genealogy
、Subjectification
、Teacher Education
、Curriculum Reform
、教育機制
、系譜學
、主體化
、師資培育
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| 卷期 |
7:2
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| 日期 |
200812
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| 刊名 |
中正教育研究
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| 出版單位 |
國立中正大學教育學院
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