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題名 | 終生教育學的理論體系與學術造型初探=Theorectical System and Academic Construction of Lifelong Agogy |
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作者 | 楊國德; Yang, Kuo-te; |
期刊 | 成人教育學刊 |
出版日期 | 19970900 |
卷期 | 1 1997.09[民86.09] |
頁次 | 頁203-228 |
分類號 | 528.3 |
語文 | chi |
關鍵詞 | 終生教育學; 兒童教育學; 成人教育學; 理論體系; 學術造型; Lifelong agogy; Pedagogy; Andragogy; Theorectical system; Academic construction; |
中文摘要 | 本研究試圖從終生教育學探討教育活動本質,分別說明終生教育學的內涵與理論 體系,並從方法論解析其學術造型。首先,整合兒童教育學與成人教育學,配合終生學習理 念與體系的發展,說明以終生教育學為基礎的教育學內涵。其次,探究終生教育學的理論體 系,分別從人類本質、價值觀念、認知結構、心理發展、社會型態等層面深入研析,唯有結 合兒童教育學與成人教育學的理論體系,才能真正回歸教育理論與實踐的本質。然後,說明 終生教育學的學術造型,從教育現象與教育事百出發,以後設理論為基點,探求終生教育學 方法論的特徵。最後由上述理論體系與學術造型為核心,提出當前從事理論研究與加強實踐 的重點,以為未來學術研究及實務工作上發展與改進的參考。 |
英文摘要 | Pedagogy stems from the Greek word paidagogia, a compound of the noun pais, genitive case paidos (child), and the verb agein (to lead or educate). The noun aner, genitive case andros, means man or adult, but the term "andragogik" was probably coined by the German high school teacher A. Kapp who, in 1833, published a book on the educational views of the Greek philosopher Plato. The ideas of Kapp did not gain wide acceptance. On the contrary, they were heavily critized by his compatriot Herbart, an influential pedagogue, who opposed the education of adults. The word "agogy", then, serves as a common denominator for pedagogy and andragogy. The concept of "lifelong learning" is rapidly gaining wide acceptance as a basis for reforming education. In the 1960s, the first usage of the term "lifelong education" was in the context of adult education. The above definition calls attention to the meaning of the term "adult" as opposed to notions such as "child" and "youth". In fact, educational practice should always be seen as lifelong basis within the specific historical, cultural, economic, and political context of human society. Over the years a number of specific themes and theories have emerged. The theorectical system of lifelong agogy can be based on the theories and practice of adult continuing education or andragogy as well as pedagogy. Both scholars and practitioners have long argued the case that adult education differs in fundamental respects from formal schooling. However, this emphasis on specificity has fostered a largely artificial separateness among related fields, by creating a tendency to disregard as suspect theories and research methods developed in mainstream education and in other behavioral, social science, and humanities disciplines. Therefore, the theorectical system of lifelong agogy is perceived to comprise many dimensions, such as anthropological studies, philosophical and epistemological orientation, cognitive structure, psychological and sociological development. That is, the field includes not only the practices of formal, nonformal, and informal education, but also the knowledge derived from a number of scholarly disciplines associated with lifelong education, The German word Padagogik is said to be derived from "paidagogike techne" (the art of leading or educating children). Thus, G. de Landsheere concludes his survey of the history of educational research with the statement that "like medicine, education is an art. That is why advances in education do not produce a science of education, in the positivist meaning of the term, but yield increasing powerful foundations for practice and "decisionmaking." Lifelong education practice, regardless of whether it involves children or adults, is influenced by an amalgamation of previous experience and metatheorectical insights. These insights are gained from a wide range of behavioral, social science, and humanities disciplines, also from a basis of meta-analysis from epistemological and research methodological reviews of lifelong education. |
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