邁向民主化的技職教育？──與民間教育改革人本主義的對話   免費試閱

Toward a Democratic Vocational Education? Revisiting Humanism in Taiwan’s Education Reform

臺灣教育改革運動至今已經超過20年，當時廣設高中大學的訴求，對今日教育制度影響甚鉅，然而，概括趨勢上，技職教育卻仍處於弱勢。本文認為，當時教育改革運動主張廣設高中大學，卻未能正面面對技職教育的困境。這個問題可以追溯到該運動論述中，偏重高中與大學的教育機會平等正義觀，以及人本主義知識論。由於黃武雄的人本主義論述認為，人的異化源自技術與文明發展，所以解放方案忽略了技術的本質與影響。本文透過技術批判理論及技術的社會建構來檢視之，因兩者都強調技術的發展受到社會影響，因此，是以對上述問題加以修正，並提出技職教育的民主化這一改革方向，特別是適足論的教育正義觀，強調公民權的平等，也有助於提高學生的民主能力。從上述思想分析，本文指出「技職教育民主化」的改革方向，以補充黃武雄的人本主義將技職教育與民主價值接合，擴展不同的教育改革思考途徑。

It has been over 20 years since the movement to reform education in Taiwan was launched in 1994. The humanistic thought that was advocated by Huang Wu-Hsiung as part of that movement has had a huge impact, particularly in the expansion of senior high schools and universities. However, vocational education is still in an unequal position, relative to general education. In this article, we argue that this phenomenon can be traced back to the equal educational opportunity discourse and the epistemology of humanism in Huang’s work. In Huang’s discourse, the alienation of humans originates from the development of civilization and technology. The liberation project has thus ignored the essence and the influence of technology. This paper tries to solve this problem through the critical theory of technology and the social construction of technology approaches, which both emphasize the influence of social factors on the development of technology. This argument leads us to propose an approach to “democratization of vocational education”. The educational adequacy approach, which emphasizes the equality of citizenship, can also strengthen students’ ability to participate in democracy. This article attempts to articulate Huang’s humanistic thought by integrating the concept of democratization into vocational education, and provide an alternative way of thinking about educational reform.