現代性與學校文化變革研究新路徑：學校後設文化取向   免費試閱

Modernity and the New Research Path to School Cultural Reformation: A School Metaculture

現代性擁有理性化的時代特質。在現代性下，學校後設文化具有高度的反思性。相較於「受規則控制」的學校文化，「改變規則」的學校後設文化有其獨特之意涵與功能。學校後設文化支配學校文化，因為學校後設文化企圖透過重新界定願景、價值、意義與程序來指引學校文化。學校後設文化取向之研究，在學校文化變革研究上有其前瞻性：研究焦點聚焦於學校當中的價值重估、自我統合、高度反思、批判美學與高階觀察活動；研究面向專注於學校後設文化的運作功能、學校後設文化對學校文化的形構、學校後設文化對學校文化心態的影響；知識論聚焦於後設活動旨趣、後設行動框架、價值重建、資本轉化與學校文化危機型態；方法論建議採行文化螺旋分析模式。

Modernity is characterized by rationalization， and school meta-culture signifies the greater reflexivity in the context of modernity. On careful comparison， school culture is “controlled by rules，” while school metaculture “changes rules.” Therefore， school meta-culture can direct school culture by redefining its future prospects， values， meanings， and procedures. The study of school meta-culture has shown the prospect of researching on school cultural reformation. It has focused on the redefinition of values， selfintegration， self-reflexivity， critical aesthetics， and advanced observations. Three research aspects are emphasized here: the functions of school metaculture， how school meta-culture influences the formation of school culture， and how school meta-culture affects the mentality of school culture. In terms of epistemology， the analysis has focused on the interests of meta-activity， frameworks of meta-activity， value reconstruction， capital transformation， and types of school cultural crises. In regard to methodology， cultural spiral analysis is suggested.