近70年英語世界教育哲學內在活力源泉探析：以兩類學科文獻為視角   免費試閱

An Inquiry into the Vitality of Philosophy of Education in the English-Speaking World (1945-2015): From the Perspective of Two Kinds of Disciplinary Literature

透過對美國《教育研究評論》（Review of Educational Research, RER）8篇教育哲學學科評檢文章（1945∼1967年）和22篇教育類百科全書內「教育哲學」篇章（1960∼2015年）兩類文獻的分析，探究英語世界教育哲學自1940年代以來自評自審查學術體系的早期積澱和當前表現，指出早期連續20年密集的學科評檢對於其學術規範發展的關鍵作用，認為這一延續至今的評檢傳統在英語世界教育哲學近年來面對市場化、資訊化挑戰時依然發揮引領創新的重要作用，是為英語世界教育哲學保持活力發展的一個重要內在因素。在剖析英語世界教育哲學自我評檢系統的同時，對比思考華語世界教育哲學發展的當下位置，提出汲人所長的切實建議，旨在助力華語世界教育哲學的學術發展。

Through an analysis of the eight review articles in Review of Educational Research (RER) from 1945 to 1967, and of the twenty-two encyclopedia articles on philosophy of education from 1960 to 2015, this paper explores the self-criticism of philosophy of education as a discipline in the English-speaking world since 1940s, of which early material and contemporary thinking share equal focus. The main finding from this enquiry is that such self-evaluation is one of the vital factors in keeping vibrant developments in philosophy of education in the English-speaking world. Specifically, the intensive self-criticism in early times, revealed in a series of review articles over nearly 20 years played a significant role in the formation of academic standards in the discipline. This living tradition of self-criticism, continued in original pieces of writing in recent educational encyclopedias, has also played an important role in leading innovation when philosophy of education in the English-speaking world is confronted by challenges from marketization and electronic publication. Other issues discussed include suggestions for the academic development of the Chinese philosophy of education by similar comparative thinking on its current position.