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來源資料
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題 名 | 從制御權到促進權--學校行政對話權力運用的革新取向 |
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作 者 | 黃宗顯; | 書刊名 | 初等教育學報 |
卷 期 | 8 1995.06[民84.06] |
頁 次 | 頁125-153 |
分類號 | 527 |
關鍵詞 | 制御權; 促進權; 學校; 行政對話; 權力運用; |
語 文 | 中文(Chinese) |
中文摘要 | 學校有關成員對於行事務所進行的口語交流活動,是學校日常行政運作的基本活動。而由於行政對話的歷程,即是權力運用的歷程;行政對話成成果,即是權力相互競逐與影響的結果。因此,探討學校行政對話權力運用方式,對於瞭解學校行政運作歷程及提昇行政品質甚為必要。本文就文獻探討所得及實際參與學校行政對話的體驗,舉證指出以控制、誘迫和操縱資源,驅使他人依從己意為本全的制御權運用方式,是傳統學校行政對話權力運用的主流。作者在析述制御權特徵、常用語彙、相關影響因素及學校實例後,從認知成長、問題、人際互動、組織發展及對話倫理等層面及省制御權在學校行政對話運用上的缺失。進而指出一種以運用資源,相互觸發,使彼此在認知、情意、行動或問題解決方面獲至啟迪或的權力運用方式,亦即促進權的權力運用方式,亟需研倡。作者在闡述足進權的特性、常用語彙、相關促成要素及應用實例後,列表摘要比較兩種權力運用方式,並指出應用促進權宜認知的事項。 |
英文摘要 | School members need to talk to each other for solving administrative problems. The dialogical actions can be regarded as key actions in the process of school administration. Since the action of dialogue involves power usage, and since decisions made in a dialogue result from power competition, this article aims to explore the vital issue of power usage in dialogue for school administration. Based on a literature review as well as administrative experience, the author finds that Power Over was exercised as a cardinal strategy in schools. Power Over was exercised as a cardinal strategy in schools. Power over, with characteristics of control, domination, manipulation, and coercive induce, related to organizational hierarchy, culture of power distance, and resource scarcity, etc., is ineffective in enhancing human relationship, cognitive growth, and school improvement. Using cases to make a reflective criticism on Power Over, the author advocates that Facilitative Power, with characteristics of sharing information, mutuality, collaborative inquiry, and mutual enlightenment, should be adopted as an innovative approach of power usage in dialogue for school administration. An example of applying Facilitative Power and a table for distinguishing language and action differences between Power Over and Facilitative Power are presented in the article. Also, some suggestions for using Facilitative Power are provided. |
本系統中英文摘要資訊取自各篇刊載內容。