教育決策權力的正當性：決策倫理及其典範的討論

The Power Legitimacy of Policy-Making in Education: In Discussion with Ethics of Policy-Making and Its Paradigm

本文旨在分析教育決策權力正當性的意義，及其對教育決策系統的影響。結果發現教育決策權力的正當性乃可增進決策的倫理，進而促進教育組織的革新。此外，透過教育決策典範的知識活動與決策權力正當性關係的分析，發現教育決策實體的主體性、相互依賴性以及人造性，可以增進教育決策權力的正當性。由於實體的主體性，會融攝多元立場的價值及情感，進而透過藝術性的行動，來提升教育決策權力的正當性；實體的相互依賴關係性，會促進元素間的互相滲透關係，進而透過解構的行動，來增進教育決策權力的正當性；實體的人造性，會促進發現共同的需要，進而透過社會問題解決的行動，來提升教育決策權力的正當性。因此藝術性的行動、解構的行動與社會問題解決的行動，可以增進教育決策權力的正當性。

This study is to inquire the influence of power legitimacy in policy-making in education. It is found that power legitimacy of policy-making in education can promote the quality of justice ethics and care ethics. Also， this study is to discuss the approaches of policy-making in education， including logical positivism paradigm， hermeneutic paradigm， and critical theory paradigm， which influence power legitimacy of policy-making in education. As a result， it is found that subjective， interdependent， and artificial construction of reality will help enhance power legitimacy of policy-making in education. Based on the analysis， this study suggests that the action of art， deconstruction and social problem-solving should be emphasized.