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題名 | 傅柯思想的初探及其權力理論對現代教育的啟示=The Exploration of Foucault's Core Thoughts and Power Theory and Its Inspiration for Modern Education |
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作者 | 莊雅涵; Chuang, Ya-han; |
期刊 | 教育研究 |
出版日期 | 20050600 |
卷期 | 13 民94.06 |
頁次 | 頁1-9 |
分類號 | 146.79 |
語文 | chi |
關鍵詞 | 傅柯; 考古學; 系譜學; 權力理論; Michel Foucault; Archaeology; Genealogy; Power theory; |
中文摘要 | 本文旨在瞭解傅柯的主要思想並探討其研究方法和權力理論,藉由分析傅柯權力理論的觀點而歸納出對現代教育的反省與啟示,內容分為三部分: 首先,敘述傅柯的生平與成長背景,有助於瞭解其思想形成之背景,然後再探討傅柯的研究方法-考古學與系譜學。這兩個詞彙大體代表了一九七○年代傅柯治學過程的兩個階段。 其次,介紹傅柯的「權力」理論。傅柯認為權力是無所不在的,隨時界定一個人能做什麼、不能做什麼;此外,他也指出「有權力之處就有反抗」。 最後,以傅柯的權力理論的觀點來探討對現代教育的反省與啟示,期望能以更多不同的觀點和層面來看待教育問題,並對現代教育及未來教育發展方向有所助益。 |
英文摘要 | The main thrust of the current study is to understand Foucault's core thought, in which, at the same time, the methodology and power theory he developed are also discussed. The analysis of viewpoints from Foucault's power theory leads to the contemporary educatoinal reflection and inspiration, which can be divided into three parts. Firstly, Foucault's career in his life and personal growth background are addressed. This may help understand the background of his thought formation. In that, Foucault's methodology in terms of archaeology and genealogy is further discussed. These two streams mainly represent Foucault's two-staged study process in 1970s. Secondly, Foucault's “power theory” is discussed. In this respect, Foucault argues that there is no boundary for power which exists everywhere. Therefore, power can be perceived as something that one can or cannot to under any circumstances. Moreover, he identifies that defiance comes along whenever power appears. Finally, still from the perspective of Foucault's power theory, contemporary educational reflection and inspiration are discussed. In so doing, a variety of perspectives and levels can be taken collectively to look at the issues of education, which can be beneficial to the modern education as well as the direction of future education. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。