教育的歷史性比較及國際論述：以古希臘「理性」作為分析架構：「之間」、「跨界」及「多元」的探討   免費試閱

The Historical-Comparative and International Discourse on Education: "the Inter-," "the Cross-," and "the Multi-" in the Framework of Ancient Greek "Logos"

本篇研究旨在呈現古希臘教育的歷史比較及國際論述方面，相關的認識論及方法論觀點。本研究方法試著證明應用當代歷史比較及國際論述在教育上，並不會因為這古老的「理性」，而明顯的脫離論證和研究的程序。本文章提出一個可用於教育方面的新的「歷史性比較及國際論述方法」，從亞里斯多德學派的「比較」架構中，以及和「事實、原因、是否如此、是什麼」有關的辯證裡，重新想像及思考比較的概念，這也就是當代「之間、跨界及多元」的教育研究方法。

The present study aims to present some epistemological and methodological aspect of historical-comparative and international discourse on education in relation to the ancient Greek historical-comparative "logos." This approach attempts to demonstrate that modern historical-comparative and international discourse on education does not remarkably deviate from a process of reasoning and research via the ancient concept of "logos." The article proposes a "new historical-comparative and international approach of education" that re-imagines / rethinks on the concept of comparison placing it in the framework of Aristotelian "synkrisis," and of the dialectic reasoning concerning the fact, the reason, the whether it is, the what it is, that is in a contemporary inter- / cross- / multi-approach of education.