十九世紀美國兒童教學典範的歐洲化與本土化之辯證：以Lancaster導生制為例

Dialectics between Europeanization and Localization of Children Teaching Paradigm in Nineteenth-century America: Take Lancaster Monitorial System as an Example

本文主要探討十九世紀初期Lancaster導生制成為美國兒童教學典範的緣由，研究發現此時美國的慈善學校藉由Lancaster導生制經濟而快速的教學模式，可給予更多的窮童學習3R及基督教道德規範，使其能免於道德沉淪並成為社會有用之人。比較「費城慈善學校促進會」和「紐約免費學校協會」在推展Lancaster導生制的效仿情況，從中發現這兩個地區效仿Lancaster導生制的全盤移植與部分移植的差異現象。從此例子，亦提供研究者觀察美國兒童教學典範的歐洲化與本土化之間的辯證對話。

This study aims to discuss Lancaster monitorial system in early 19th century and its history of becoming a children teaching paradigm in America. The result revealed that American charity school implemented Lancaster monitorial system, an economic and rapid teaching mode, to involve more poor children learning 3R and Christian morality, in which prevented them from moral corruption and became useful in society. Compared “Philadelphia Charity School Association” with “Free School Association of New York” in promoting Lancaster monitorial system¸ it presented that these two areas followed Lancaster monitorial system in different phenomenon: one transplanted the system totally, the other partly. This case provides researchers perspectives to dialectical dialogue between Europeanization and localization of children teaching paradigm in America.