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題 名 | 從「詮釋學」觀點談教育研究結果的解釋與應用=Interpretation and Application of Educational Research: Some Hermeneutic Perspectives |
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作 者 | 洪福財; | 書刊名 | 臺北師院學報 |
卷 期 | 11 1998.06[民87.06] |
頁 次 | 頁85+87-108 |
分類號 | 520.31 |
關鍵詞 | 詮釋學; 教育研究結果; |
語 文 | 中文(Chinese) |
中文摘要 | 康德(Imm.Kant)於一七七六年至一七七八年間曾四度主講教育學於德國寇 尼斯堡(Konigsberg)大學,主張教育學必須科學化;布拉斯(J.L.Blaβ)分析康德 所提教育學科學化的構想,認為康德是將教育理論建構視為擺動於嚴格的自然科學 與詮釋的精神科學兩種知識理想之間的一種知識體系;兩百餘年來,這兩個在教育 學本質均不可或缺的層面成為教育學上爭論的焦點。教育學的發展必須趨向科學 化,客觀與價值中立是達成科學化之基本要求;然異於自然科學,教育的對象是人, 教育學之發展能否科學化?科學化必定遵循自然科學之指標?教育研究的目的只在 「說明」(explanation),抑或是包含「理解」(understanding)與「解釋」 (interpretation)?權衡教育對象、現象、過程、結果與應用等不同特性,研究者以為必 採取不同的研究旨趣與觀點對教育過程作更深入的研究。 本研究旨依「詮釋學」觀點,從「詮釋學」歷史沿革探討重要代表人物概念主 張;其次,綜合不同時期之「詮釋學」主張,將「詮釋學」意義演變歸納為十一點; 再次,依據「詮釋學」之主張,省思當前教育研究結果解釋與應用常引起爭論之六 項議題:因果問題、質量之爭、意義理解、主客觀之辯、研究倫理、比較研究之理 解等,除分析爭辯之原因外,研究者也試從「詮釋學」觀點提出融合解決之道;最 後分析「詮釋學」觀點之應用限制,期對教育研究結果之解釋與應用有所助益。 |
英文摘要 | Imm Kant made four presentations on pedagogy at the University of Konigsberg in Germany between 1776 and 1778. He believed that pedagogy should be scientifically treated. J. L. Blas analyzed Kant's concept,believing that Kant's view of the construct of educational theory was a knowledge system between pure natural science and hermeneutic psycho-science. These two dimensions. which constitute the essence of pedagogy. have become the focus of dispute on pedagogy for about two hundred years. Objectification and value neutrality are essential to the scientification of pedagogy development. Unlike natureal science, the objects of education are persons. This being the case, how can pedagogy be subjected to scientification﹖ Should scientification follow the indicators of natural science﹖ Is the purpose of educational research solely "explanation"﹖ Should it also subsume "understanding" and "interpretation"? Considering the characteristics of objects, phenomena, processes, products, and applications of education, the researcher's view is to adopt different views of education when conducting in-depth research on educational processes. This research is based on hermeneutics. It has five purposes: 1.To discuss the concepts of important scholars from a historical view of hermeneutics; 2.To compare the concepts of hermeneutics at different stages and to conclude the comparison with eleven meanings of hermeneutics; 3.To reflect on six contemporary disputes on the interpretations and applications of hermeneutics for educational research; 4.To present some suggestions from hermeneutics perspectives, following and analysis of the reasons of disputes; 5.To analyze the limitations of hermeneutics and to point out how hermeneutics could benefit educational research when dealing with the interpretations and applications of results from educational research. |
本系統中英文摘要資訊取自各篇刊載內容。