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題名 | 教育決策權力的正當性:決策倫理及其典範的討論=The Power Legitimacy of Policy-making in Education: In Discussion with Ethics of Policy-making and Its Paradigm |
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作者 | 黃乃熒; | 書刊名 | 師大學報. 教育類 |
卷期 | 46:1 2001.04[民90.04] |
頁次 | 頁1-19 |
分類號 | 526.1 |
關鍵詞 | 教育決策; 權力正當性; 倫理; 典範; Policy-making in education; Power legitimacy; Ethics; Paradigm; |
語文 | 中文(Chinese) |
中文摘要 | 本文旨在分析教育決策權力正當性的意義,及其對教育決策系統的影響。結果發現教育決策權力的正當性乃可增進決策的倫理,進而促進教育組織的革新。此外,透過教育決策典範的知識活動與決策權力正當性關係的分析,發現教育決策實體的主體性、相互依賴性以及人造性,可以增進教育決策權力的正當性。由於實體的主體性,會融攝多元立場的價值及情感,進而透過藝術性的行動,來提升教育決策權力的正當性;實體的相互依賴關係性,會促進元素間的互相滲透關係,進而透過解構的行動,來增進教育決策權力的正當性;實體的人造性,會促進發現共同的需要,進而透過社會問題解決的行動,來提升教育決策權力的正當性。因此藝術性的行動、解構的行動與社會問題解決的行動,可以增進教育決策權力的正當性。 |
英文摘要 | This study is to inquire the influence of power legitimacy in policy-making in education. It is found that power legitimacy of policy-making in education can promote the quality of justice ethics and care ethics. Also, this study is to discuss the approaches of policy-making in education, including logical positivism paradigm, hermeneutic paradigm, and critical theory paradigm, which influence power legitimacy of policy-making in education. As a result, it is found that subjective, interdependent, and artificial construction of reality will help enhance power legitimacy of policy-making in education. Based on the analysis, this study suggests that the action of art, deconstruction and social problem-solving should be emphasized. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。