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篇名 |
教化:建构诗意教育学之基础
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並列篇名 | “Bildung” : The Construction of the Foundation for Poetic Pedagogy |
作者 | 温明丽 |
中文摘要 | 采用文献分析法,并加入质性研究的访谈叙事法,前者从黑格尔的精神现象学,论述教化的本质与意涵;后者则辅助说明教化蕴含的人文、伦理与审美的力量可以深入学生的心灵,唤起学生的自尊、自信和自主性,也可激发教师反思并改变其对学生的态度,落实以学生为中心的教育理念,并彰显思觉行盼是教化哲学观的基本要素,促使教育活动得以兼顾具自主意识的个体主体性与实践伦理的社会性。质言之,若教育活动不违其以德为核心的本质,则教育与教化乃一体之两面,即两者均在化育人才,使其知书达礼,恪尽职责,有守有分,是士人、是君子、是高尚品格的仁者,乃至于圣人。确立了教化乃主体性与社会性辩证合之知行活动,具有批判性思考的社会性意义,也是诗意教育学理情兼容并蓄的旨趣,故对受工具理性扭曲的台湾教育可发挥震聋启喟之功,对透过诗意教育学的倡导,以导正被扭曲之教育本质、学术研究与学习自由以及教师尊严等,提供本土教育改革理论建构的参照。 |
英文摘要 | This article reviewed the literature and examined the nature and meaning of “Bildung” based upon Hegel’s The Phenomenology of Spirit. Narratives were also adopted to illustrate the humanistic, ethic and aesthetic power of “Bildung”. Such power could reach students’ soul andarouse their self-es teem, confidence and autonomy; meanwhile, it could also motivate teachers to make reflections and change their attitudes to students, to implement student centered educational idea, to demonstrate the basic elements of philosophical view of “Bildung”, namely, thinking, feeling, acting and wishing, and to enable educational activity to give consideration of both individual autonomy and social ethics. If education activities do not violate its nature of centering morality, educationand “Bildung” could be two sides of a coin. That is, they are both fostering talents, making them educated, reasonable anddutiful and become scholars, noble persons or even sages. This article concluded that “Bildung” is adialectic concept referring to the theory and practice that integrates individuality and sociality; it reflects critical thinking and bears great social significance; and it is also the aim of poetic pedagogy which emphasizes both sense and sensibility. Therefore, “Bildung” has great implications for education in Taiwan which has been distorted by instrumentalism. “Bildung” advocates poetic pedagogy to correct the distorted nature of education, freedom in academic research and learning, and teachers’ dignity, and thus it provides references for the indigenous construction of theory for educational reform. |
起訖頁 | 010-020 |
關鍵詞 | 诗意教育学、教化、批判思考、思觉行盼教学、现代主义、poetic pedagogy 、Bildung、critical thinking、teaching model of thinking, feeling, acting and wishing、modernism |
刊名 | 教育學報 |
期數 | 201312 (9:6期) |
出版單位 | 北京師範大學 |
該期刊 上一篇
| 第三次工业革命与高等教育改革 |
該期刊 下一篇
| 怨恨的产生及其消解的教育之道 |