查詢結果分析
來源資料
頁籤選單縮合
題 名 | 赫斯特之博雅教育理念及其對我國學校教育之啟示=Hirst's Liberal Educational Ideals and Its Implications for School Education in Taiwan |
---|---|
作 者 | 陳柏齡; | 書刊名 | 教育研究 |
卷 期 | 7 1999.07[民88.07] |
頁 次 | 頁249-262 |
分類號 | 520.14 |
關鍵詞 | 赫斯特; 博雅教育; Hirst; Liberal education; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在針對赫斯特之博雅教育理念加以探討,並試著由此推論其對我國學校 教育之啟示,俾以提供教育工作者或教育改革者一些建議。 赫斯特以現代哲學的觀點與方法重新發展出支持西方博雅教育的論證,其對課程研究的重要 影響,是無人能與之相匹敵的。本研究之主要發現有:赫斯特分析知識形式之概念,將知識 分成三大類別與七種形式,進而以此規劃其博雅教育理念。赫氏主張教育的目的在於發展理 性的心靈,而發展理性心靈最重要的途徑則是獲取知識。因為知識具多樣性,所以教育也應 傳授多樣性的知識。 |
英文摘要 | The purpose of this study is to explore the ideas of Hirst's liberal education, and to infer the implications for the school education in Taiwan, which presents some suggestions for educators and reformers to follow. Paul H. Hirst re-annotated the notion of liberal education, in which the development of the rational mind he regarded as the primary objective of education and the pursuit of knowledge as the most important way for the achievement of the rational mind. Hirst's achievements construct a subtle and modern philosophical justification for the traditional ideas of liberal education in terms of "forms of knowledge." |
本系統中英文摘要資訊取自各篇刊載內容。