自我創化與教育--自我組織理論之教育學義涵初探

台灣以及其他某些亞洲國家過去的教育現代化理論基本上完全移植自西方，在實上難免一直有疏離，而此地區目前正急速走向自由化與國際化的發展趨勢，未來教育的發展應該尋求一種具有高統整性能力的理論作為基礎。本研究即在試圖介紹較新的學術典範─自我組織理論─及其可能的教育理論涵義。\r本研究陳述分為四部分。一、簡述自我組織理論之展與其主要核心概念，如複雜思維、演化論、機體論、創化論．．等。二、闡述自我組織理論在傳統東方晢學上的相應，如儒家的創化哲學，佛家的自我超越哲學。三、自我組織理論在教育學上的重要含蘊，將統整地就教育人類學、教育倫理學與學習理論等相關問題，分別陳述自發性、認知與行動、教育的間接性、自主性、自我詮釋及意識轉化等概念及原則。四、簡陳自我組織理論誰台灣未來教育實踐發展上所暗示的可能策略，如教育文化的開放性與自主性原則、多元文化的交流與學習、學習的自發性原則（主體性）、自然科學及人文科學教育的協調及統整性原則等。

Since the modernization（i.e. westernization） of China， the traditional concept of education gave way to the pedagogical theories from the west. A question raised by scholars is whether similarities could be identified between the Oriental（ie.e. Confucian and Taoistic of China and Buddhistic of Ancient India）concepts of self─fulfillment and the modern western ideas of self─organizing. Only after a detailed comparison and evaluation could the self─organization─theory in China be possible and meaningful.It is intended in this paper to discuss the possibility of the inclusion of the modern “self─organization─theory ” in the future educational development China or neighboring Asian countries， which share the same cultural and spiritual heritage. This paper will examine this issue in four parts. First of all， the “self─organization─theory’ and its development will be defined and examined. The author will then compare the concepts of self─creation in Oriental and Western philosophies. Having done this， the possibility of the inclusion of the self─organization─theory in the educational dimension will be examined. The main concepts will be integrated treated in three categories：\r1. pedagogical anthropological aspect；2. pedagogical ethical aspect；3. aspect of learning─theory.