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題名 | 臺灣教育改革的再描述:以森林小學為例=The Re-description of Educational Reform in Taiwan: Take the Forest School for Example |
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作者 | 蔣興儀; 曾麗娟; 張容碩; | 書刊名 | 稻江學報 |
卷期 | 1:2 民95.12 |
頁次 | 頁1-26 |
分類號 | 526.17 |
關鍵詞 | 教育改革; 森林小學; 再描述; 反諷; 教育批評; Educational reform; The forest school; Re-description; Irony; Educational criticism; |
語文 | 中文(Chinese) |
中文摘要 | 本文主要是關心台灣的教育改革問題,以森林小學為例,分析並討論其教育改革之中的人本教育主張。一旦採取美學和文學的理論觀點,對於森林小學的整體風貌進行再描述的工作時,便發現他們以兒童主體之論述來對立於傳統文化霸權的教育,其實已經不自覺地落入了一種二元對立的思維。這使得森林小學所強調的人本教育陷入一種顛倒的傳統邏輯,進而將「兒童」的形象就此僵固下來。這種思考模式的危機不僅出現教育政策的運作之上,更遍佈於教育哲學的理論建構之中。因此,本文除了在內容上詮釋出另一個版本的森林小學樣貌之外,更多的成分是著墨於研究方法的部分,企圖在形式上提出一種反諷的手法以及一種教育批判式的再描述,使得教育改革不再只是停留於二元對立的取代,而能夠不斷地讓教育隱喻衍生並更新。 |
英文摘要 | This article talked about educational reform in Taiwan, it discussed the humanism pedagogy of the Forest School as theoretical example. The author used a discourse of aesthetics and literatures to re-describing the Forest School and found some serious problems. The humanism of Forest School opposed the hegemony of traditional education; its dualism position was unclosed. The Forest School couldn't enact an educational reform, only played an anti-authority role. She became another paradigm of “new hegemony”, and fixed the child-image. The thought of upside-down not only extended in the educational policy, but also spread all over the educational philosophy. Besides re-describing another face of the Forest School, this article emphasized the research method of education. This kind of educational criticism could use irony to break the dualism and make more educational metaphor. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。