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題 名 | 霍姆斯比較教育研究方法之探析--杜威與波普學說整合的內在邏輯=The Study on Holmes' Comparative Education Research Method: Intrinsic Logic of the Integration of Dewey's and Popper's Theories |
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作 者 | 鍾宜興; 陳怡如; | 書刊名 | 比較教育 |
卷 期 | 64 2008.05[民97.05] |
頁 次 | 頁39-63 |
分類號 | 520.3 |
關鍵詞 | 霍姆斯; 杜威; 波普; 比較教育; Holmes, B.; Dewey, J.; Popper, K.; Comparative education; |
語 文 | 中文(Chinese) |
中文摘要 | 1960 年代霍姆斯提出問題取向的比較教育研究法,尋求杜威與波普兩種學說結合的可能。本文旨在論明在霍姆斯理論中,杜威與波普學說整合的內在邏輯。從杜威與波普學說中嘗試尋找出兩者在霍姆斯理論中結合的內在邏輯。根據本文的探討,可以瞭解波普與杜威學說得以在霍姆斯理論中結合,主要有兩個基礎。首先是兩者皆秉持個人主義的思維歷程,採取去除錯誤,尋求解決問題的取向,使得兩個學說有相同的知識論基礎。另一方面,則從個人思維進入社會問題解決的歷程,使得社會中的個人可以調整既定的規約,重新審視社會機構與制度,期向更美好的社會前進。 |
英文摘要 | In 1960s’ Holmes, B. raised a comparative education method featured as the problem approach, attempting to integrate Dewey’s and Popper’s theories. This article aims to illustrate Holmes’ theory and to find out the intrinsic logic of such an integration of two said theories. Based on the literature review, two key and fundamental points, which made the integration possible, can be gained. Firstly, from the epistemological perspective, both Dewey and Popper maintain the individual thinking process for searching possible solutions of problems is through error—elimination. Upon the same epistemological bases, the second point is that both of them concern social development, strongly support collective individuals to interact and to communicate freely, to adjust social laws, and to re—examine institutions and systems to contribute to the making of a more open and democratic society. |
本系統中英文摘要資訊取自各篇刊載內容。