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題名 | 教育哲學學術性質之歷史發展分析=A Critical Analysis on the Historical Development of Disciplinary Identity of Educational Philosophy |
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作者 | 楊深坑; | 書刊名 | 市北教育學刊 |
卷期 | 54 2016.08[民105.08] |
頁次 | 頁1-81 |
專輯 | 教育哲學歷史源流暨展望特刊 |
分類號 | 520.11 |
關鍵詞 | 教育哲學; 學科認同; 歷史發展; 思辯哲學; 分析哲學; 實用主義; Philosophy of education; Disciplinary identity; Historical development; Speculative philosophy; Analytical philosophy; Pragmatism; |
語文 | 中文(Chinese) |
中文摘要 | 本文旨在分析教育哲學這門學科的學術性質與學科認同的歷史發展,論述的主要依據為德、法、英、美四個國家期刊的發行、大學講座的設置、教科書的出版及學會之成立或研討會之舉辦。德國最早教育期刊見諸1766年,最早哲學與教育學講座成立於1779年,惟教育哲學學術社團直到1980年才成立,教育哲學在德國觀念論思想傳統影響下較富思辯色彩。法國十七世紀受人文主義與社會批判影響,身心二元論為當時的主流,教育學講座在1883年才設置。英國最早教育哲學著作在1630年即已出版,Tate在1857更出版第一本以《教育哲學》為書名的教科書,1960年代以降,在R. S. Peters,P. Hirst,L. A. Reid的影響下,使得教育哲學傾向於分析的教育哲學導向。美國十九世紀末的教育哲學雖深受G. Fr. W. Hegel影響,二十世紀初在進步教育運動之推展下,轉而積極介入公共教育問題的探討,1941年美國教育哲學會之成立主要係由杜威學會和進步教育協會成員所推動。本文並對W. Carr和P. Hirst以及J. Wilson和P.Standish教育哲學學科性質意見之不同提出評論,也對European EducationalResearch Journal 2011年專刊對教育哲學之社會責任論述各文提出檢討。最後以對未來教育哲學發展之建言作為總結。 |
英文摘要 | This paper attempts to offer a critical analysis of the historical development of the disciplinary formation and self-identity of the subject “Educational Philosophy” based on the following indicators: the date of emergence of academic journals, the establishment of university chairs, units or courses, the publication of textbooks and the foundations of academic associations or the launching of academic conferences. The first academic journal of educational science was published in 1766 in Germany. The University Chair of Philosophy and Pedagogy was created by E. Chr. Trapp in 1799 at Halle University. Under the influence of idealism, the development of Germany philosophy of education has been much more speculative-oriented. It was not until 1980 that the “Commission of Educational Philosophy,”which was affiliated to the “Society of Educational Science,” was established. The 17th-century French educational philosophy was characterized by “mind-body” dualism under the impacts of humanism and social critique at that time. The first chair of educational science was created in 1883 at Sorbonne University in Paris. In England, the first book on educational philosophy was written by Sir Henry Wotton and appeared in 1630. The first textbook with the title The Philosophy of Education by T. Tate was published in 1857 in England and later in 1885 in America, influencing the development of progressivist education. Under the leadership of R.S. Peters, P. Hirst and L.A. Read, the analytical philosophy has become the main stream of educational philosophy since 1960s in the U.K. The educational philosophy in the U.S in the end of 19th century had been influenced by Hegelianism and thus dominated by idealism. Under the impact of the progressivist education movement in the early 20th century,educational philosophers turned their concerns to the issues of public education, especially the rising public schools. Pragmatism dominates the development of the 20th-century American philosophy of education. The debates on the nature of philosophy of education between W.Carr and P. Hirst as well as between J. Wilson and P. Standish are also critically reviewed in the paper. The discourses on the social responsibilities of educational philosophy in the Special Issue articles of European Educational Research Journal in 2011 are evaluated with advice given for its better development. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。