體驗區
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| 篇名 |
教育的口號與隱喻
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| 並列篇名 |
Educational Slogan and Metaphor
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| 作者 |
黃昌誠(Hwang, Chang-cherng)
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| 中文摘要 |
教育學者或一般社會大眾，對於教育的批評，對教育的概念。定義及用法，彼此間的認知並不相同。本研究的目的有三：(一)介紹分析哲學之發展與主要觀點，(二)探討教育口號與隱喻的特徵與功能，(三)以分析哲學的方法對目前的教育口號作分析。為達本研究目的，採文獻調查法以蒐集並完成第一、二項目的有關文獻，並以哲學分析法完成第三項目的。本文介紹的與分析哲學有關的作家有：蘇格拉底與柏拉圖、羅素、及維根斯坦。與教育分析哲學有關的學者有：皮德思、謝富勒、及梭提士。本研究探討梭提士所提出的分析策略及步驟，其三個策略是：一、一般類型分析，二、區分類型分析，三、條件類型分析。每個分析策略又各自分成四種步驟。在教育口號的實例分析中，本文以梭提士的一般類型策略及其四個步驟為方法，對教育口號「教育機會均等」加以分析。發現此口號只能作為教育運動主要觀念與態度之動員符號，以表達及助長精神上的共同性。它充其量只能做為追求公平之理念者想耍打破菁英主義之動員符號而已，它是一種不可能實現的理念與口號。最後，本文提出三點建議：(一)為使教育學更具科學性，應推廣與運用哲學分析法。(二)開設教育分析專門課程，統一教育用語之意義、功能與限制。(三)雖「教育機會均等」不一定能真正達成，但亦應積極排除其限制，邁向最大的可能性。
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| 英文摘要 |
Both educators and ordinary people have different understanding toward educational concepts, definitions, and usages. So, the purposes of this study are: 1.introduce the development and main points of analytic philosophy. 2.investigate the characteristics and function of educational slogans and metaphors. 3.analyze current educational slogan through analytic method. This study introduces four philosophers of analytic philosophy: 1.Socrat and Plato, 2.B. Russell, 3. L. Wittgenstein. this research also investigates three educational philosophers of analytic philosophy: 1. R. S. Peters, 2.I. Sheffeler, 3. J. F. Soltis. there are three analytic strategies in Soltis theory, namely, generic-type analysis, differentiation-type analysis, and conditions-type analysis. Each strategy has four steps respectively. In the actual analysis of current educational slogan, this study analyzes “equality of educational opportunity” by using steps provided by J. F. Soltis. It is found that this educational slogan mainly served as symbol of concept and attitude in educational movement, its aim is to counter the “Elite Education”. It is only an ideal and slogan which is impossible to fulfill. In the end, this study presents three recommendations: 1.Use analytic method in educational concepts in order that pedagogy becomes more scientific. 2.Provide specialized curriculum of analysis in the university, and emphasize the analysis of education terms, so that their meanings and functions can be concise. 3.Though it is impossible to arrive at the real equality of educational opportunity, we should do our best to positively clear its barriers.
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| 頁次 |
329-347
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| 關鍵詞 |
TSSCI
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| 卷期 |
12
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| 日期 |
199606
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| 刊名 |
教育學刊
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| 出版單位 |
國立高雄師範大學教育學系
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