敘事與陶養：敘事治療在對話式教學上之蘊義

Narrative and Bildung： The implication of narrative therapy for dialogue teaching

對話式的教學是教育上的一種主要教學法。然而，不同的理論會形構對話式教學不同的樣貌。本文的目的即嘗試從敘事治療的理論脈絡，繼續開擴對話式教學的視域。本文採用詮釋學的方法，首先，探討陶養（Bildung）這個概念的相關意涵。第二，探討陶養歷程中知識與權力的相互關係。第三，嘗試由「外化」、「解構」、「重構」、「實踐」幾個層面分析敘事治療的歷程。最後，本研究的結果如下：1.闡述敘事作為一種陶養歷程的相關義蘊：（1）敘事作為創造性與批判性的轉化動力。（2）敘事作為共構的關係。（3）敘事作為肯認的旅程。2.闡述敘事治療在對話式教學中的應用。

Dialogue teaching is a major teaching method in education. However， different theories will lead to the formation different appearance of dialogue teaching.The aim of this paper was to attempt from the theoretical context of narrative therapy， continue to expand the horizon of dialogue teaching. This paper adapts the method of hermeneutics. Firstly， to discuss the meaning of Bildung. Second， to investigate the relationship between knowledge and power in the process of Bildung. Third，attempt by the ＂externalization＂， ＂deconstruction＂， ＂reconstruction＂ ，＂practice＂ several levels to analyze the process of narrative therapy. Finally，the fundings of this study were as follows：1. Elaborate the meaning of narrative as Bildung：（1）Narrative as creative and critical powe（. 2）Narrative as co-constitutive relationship（. 3）Narrative as journey of recognition.2. Elaborate the application of narrative therapy in dialogue teaching.