德國精神科學教育學在臺灣的興盛、沉潛與展望：兼論臺灣現代教育哲史研究的可能潛力   免費試閱

German Humanistic Educational Science in Taiwan - Prospects of Taiwanese Research for Educational Philosophy and History

本研究旨在探究德國「精神科學教育學」在臺灣的發展情況。在1949年之前，文化教育學主要透過日文文獻間接地被引介到中國大陸，後來，由於田培林、王文俊、鄭重信以及詹棟樑等學者的研究成果，使得文化教育學（尤其是Spranger的學說）在臺灣的發展得到初步的完成。本研究發現：首先，Bollnow的存在哲學在臺灣過去的文獻裡，鮮少被納入文化教育學的視野；此外，宋明理學能否與臺灣的教育哲學研究發生更密切的關係，是在地的文化教育學學者留下來讓吾人省思的問題。其次，本研究指出在第二次世界大戰前後，「世界觀的教育學」在中文世界裡對教育哲史研究的成果造成排擠或「兼容並蓄」的效應；最後，研究者認為精神科學教育學的研究取向，對臺灣教育哲史的回顧與展望，仍能發揮不可忽視的學術價值。

The main objective of this study was to inquire into the historical development and current status of German humanistic educational science (GHES) in Taiwan. The adoption of German cultural educational research before 1949 in mainland China, which was later adopted in Taiwan, was mainly influenced by relevant studies performed in Japan. Subsequently, as a result of the efforts of Pei-Lin Tien, Wen-Tsin Wang, Chung-Hsin Cheng and Dong-Liang Jan, German cultural educational studies, particularly studies performed by Eduard Spranger, were further adopted in Taiwan. This paper first observed that Bollnow’s existential philosophy appeared to be seldom incorporated into the context of GHES in Taiwanese research literature. In addition, the consideration of a connection between neo-Confucianism and modern educational philosophy could be regarded as a task overlooked by previous Chinese and Taiwanese GHES researchers. Second, the author inferred that ideological educational theories exert a negative impact by means of exclusion or downplaying on the development of educational philosophy research in Chinese-speaking societies around the time of World War II. Finally, the results of the present study indicate that in the modern world, GHES remains invaluable for reconstructing educational history and the future of educational philosophy research in Taiwan.