應用Luhmann社會系統理論分析學校道德教育實踐

Applying Luhmann’s Social Systems Theory to Analyze Practices of Moral Education in Schools

道德教育（moral education）相關文獻尚未對學校內部組織如何共同推動進行研究，依據德國社會學者N. Luhmann的社會系統理論（Theorie sozialer Systeme），社會系統由溝通構成，學校系統功能分化如各處室等諸次系統，本研究據此分析道德教育的「學校實踐詮釋」、「學校行政共同推動結果」、「學校透過班級經營推動結果」、「教育人員專業發展啟示」以及「學校實踐對於學生的啟發」分別為何；透過實施於一所具學生事務績效公立國民中學的個案研究，訪談25位教育人員，發現溝通銜接諸次系統道德教育關係，提升教師教學、行政、班級經營、專業發展以及學生道德學習等成效，據此提出具體建議。

Research on moral education has rarely explored how internal school organizations collaboratively promote it. According to the social systems theory (Theorie sozialer Systeme) developed by the German sociologist N. Luhmann, social systems are constituted by communication, with functionally differentiated subsystems such as school departments. This study analyzed:“School moral education practices;”“Moral education outcomes of school administrative collaboration;”“Classroom management contributions for moral education;”“Teachers’professional development for moral education;”and“Inspirations for students from school moral education practices.”Using a case study of a public junior high school with significant student affairs performance, 25 educators were interviewed. The findings indicated that communication connects moral education relationships across functionally differentiated school subsystems, enhancing teaching, administration, classroom management, professional development, and students’moral learning. Based on these findings, specific recommendations were proposed.