頁籤選單縮合
題 名 | 教育社會學的分歧性=The Divergences of Sociology of Education |
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作 者 | 李錦旭; | 書刊名 | 屏東師院學報 |
卷 期 | 15 2001.09[民90.09] |
頁 次 | 頁81-99 |
分類號 | 520.1354 |
關鍵詞 | 教育社會學; 知識論; 方法論; Sociology of education; Epistemology; Methodology; |
語 文 | 中文(Chinese) |
中文摘要 | 本文從研究目的、研究對象、研究方法和理論取向四方面,討論 教育社會學知識論的分歧問題,筆者相信這種分歧關係著教育社會學 的發展前途。所要論證的是:教育社會學不但可做實然面的研究,它 也可以且應當做應然面的研究。其認識論的基礎,除了經驗論以外, 也可以是理性論。因此,教育社會學本身即可為教育實踐提供示實、 示向及示範三位一體的服務。教育社會學的分歧性,不論是基於學術 發展所需的「張力」,或者學術是一種勢力範圍,對於整體教育社會 學界而言,只要不是過份對立且能比較平衡的發展,應該不會是一件 壞事。 |
英文摘要 | From research purpose, research object, research method, and teeoretical approach, this paper investigates the epistemologically divergent problems of sociology of education. The author believes that these divergences are concerned with the prospect of sociolgy of education. The argumentation is that sociology of education may and should study the value dimension as well as the fact dimension. Its foundations of epistemology, besides empiricism, may also be rationalism. Therefore, sociology of education may itself supply the fact, the direction and the demonstration for educational practices. On the foundation of strain that academic development requires, or sphere of learning as a sphere of influence, if it is not over-antagonistic and cna proportionately develop, the divergences of sociology of education should be not a bad thing for the all academic circles of sociology of education. |
本系統中英文摘要資訊取自各篇刊載內容。