當代教育行政學發展之縮影－D. Griffiths學術立場的轉變及其在教育行政學之蘊義

The Microcosm of Modern Educational Administration Process－The Change of Academic Standpoint of D. Griffiths and Its Implication for Educational Administration

D. Griffiths是近代重要的教育行政學者之一，以實證主義為研究原則，建立其著名之行政決策理論。在1970年代Griffiths與Greenfield進行了著名的兩格論戰，並藉由對主觀主義之回應體認到實證主義無法有效說明情境之困境，轉為自省在科學理論研究上的缺陷，進而放棄追尋統一、抽象理論，改以接納多元研究典範對教育行政現象進行說明。本研究以文獻分析方式探究，從對Griffiths學術生涯發展的四個探究分期-教育行政理論建立期、理論運動反思期、研究典範再建期與兩格論戰初期、研究典範多元認同期與兩格論戰後期開始切入，分析其學術立場之轉變，進而論述在教育行政上的蘊義，這整個探究期程便是教育行政理論典範轉移的重要時點，代表了教育行政學從理論運動後之變化，對其學術立場轉變之研究，也是研究教育行政學思想轉變之縮影。

 

D. Griffiths is one of the crucial educational administration scholars in modern time, establishing administrative decisions theory by empiricism, and have famous “Greenfield-Griffiths Debate” in 1970s. During the debate against subjectivism, Griffiths realizes empiricism cannot completely interpret the fields of educational administration, therefore he reflects the deficiency of empiricism, following by abandoning, abstract theory, for embracing multiple-paradigm to interpret the nature of educational administration. This paper adopts literature review method, begin from four phase of Griffiths academic career-The establish of educational administration theory, The Theory Movement reflection, the primary stage, and a later stage of The Greenfield-Griffiths Debate, and analyzed the academic standpoint development, which makes implications on educational administration. The career of Griffiths is crucial paradigm changing period of educational administration, which reveals the educational administration change after The Theory Movement, so the change of his academic standpoint is also the change of educational administration perspective.