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題名 | 學校制度中的潛在課程--反學校教育思潮的觀點=The Hidden Curriculum in the Authorized Institution of School--The Views of Anti-schooling Doctrine |
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作者 | 鄭玉卿; | 書刊名 | 臺北市立師範學院學報 |
卷期 | 30 1999.03[民88.03] |
頁次 | 頁193-207 |
分類號 | 521.7 |
關鍵詞 | 潛在課程; 反學校教育; Hidden curriculum; Anti-schooling education; |
語文 | 中文(Chinese) |
中文摘要 | 教育隨著人類活動的發展而逐漸建立起制度,其中學校制;度的建立更是教育活動進 步的一大特徵。但是學校制度過度的發展,卻更其他形式的教育活動逐漸受忽視,甚而產生 許多錯誤的教育觀念。 反學校教育學者在相信人性本善,一切惡源自於社會制度弊端的前提下,對強迫性義務 學校教育制度且有的社會整合功能提出強烈的批判,這些論點使以往被深信不疑的學校教育 制度受到前所未有的質疑。學校不但被指控為造成社會流動不公的源頭,製造社會正議的假 象;它也被認為是國家控制民眾,權益團體維持既得權利的最佳工具。最令人引以為憂的是, 學校制度中的潛在課程,使人在受學校教育中失去善性,扼阻了內在潛能的發揮而不自知, 人類真正的優值被抹滅,列後只能成為消費學校教育以謀求意識型態產物下的利益之社會人。 這些學者因而在重視人性尊嚴、強調個體的自由、以及注重自我發展的主張下,提出許 多替代性的理想教育方案,也因而炎起熱烈的學校教育改革運動。本文即在探討這股思潮所 指出學校制度的潛在課程,及其對於學校教育改革的主張,異提供我國目前學校教育改革運 動一種另類思考之理論基礎。 |
英文摘要 | This study focuses on the views of the hidden curriculum in the anti-schooling doctrine. The anti-schooling doctrine took human dignity, personal liberty and individual development as arch values. Based on the premise that "Everything is good as it comes from the hands of the Author of nature; man meddles with it and it deteriorates", the doctrine claimed that social evils originated from the abuse of schooling system. The doctrine severely criticized schooling system for its failing in achieving social integration And it considered schooling system, which was traditionally believed to the beneficial to individuals and society as a whole, a anti-education system. In the view of anti-schooling doctrine, schools were not only the source of social injustice, but also were the government's tool for manipulating individuals and the machine of dominant social groups for maintaining their status quo. Along this line, it was therefore no surprise for the doctrine's opposition to compulsory schooling system. It is hoped that inspirations could be drawn out of this study in view of educational reform currently enacted in Taiwan. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。