J. Bruner〈貧窮與童年〉的述要、增述與補述及其等帶來的教育反思

The Main Points, Addenda, and Supplements to J. Bruner’s “Poverty and Childhood” and the Educational Reflections They Brought

本文旨在為J. Bruner（1975）所撰〈貧窮與童年〉進行述要、增述與補述，並在進行反思的同時，提出有關建議。述要部分著重在貧窮對兒童的影響、人類發展的性質及其理論解釋，以及介入的原則三個部分之綜整；增述部分聚焦於由貧窮概念定義的演變趨向，論及可用以協助兒童脫貧的框架之討論；補述的部分則在舉隅說明後續之貧窮與童年關聯的研究成果：一般研究、英國貧童逆轉勝個案研究，以及神經科學研究的發現等。本文並於進行反思的同時提出三項建議：一、宜及早將Bruner提出的教育介入細則付諸施行；二、宜以關係為本引導貧童形成積極的意向與態度，藉以克服物質與資源的不足而能翻轉人生；三、宜將隨機控制試驗或大腦生理學的量測措施納入教育介入方案。文末並於總結本文大要的同時，敘述對未來研究的期許。

The purpose of this paper is to summarize, add to, and supplement J. Bruner’s (1975) paper “Poverty and Childhood”, and to make recommendations based on reflection. The main points section focuses on a synthesis of the impact of poverty on children, the nature of human development and the theories designed for explaination, and the principles of intervention; the addenda section focuses on the evolutionary trends in the conceptualization of poverty and discusses the frameworks that can be used to help children out of poverty; the supplement section provides examples of subsequent research findings on the relationship between poverty and childhood: general research, case studies on the reversal of child poverty in the United Kingdom, and neuroscientific research findings. The paper also proposes three recommendations based on reflection: the early implementation of Bruner’s educational interventions, the development of positive intentions and attitudes through relationship-based approaches to overcome material and resource deficits, and that randomized controlled trials or measures of brain physiology should be incorporated into educational intervention programs. The paper concludes by epitomizing the main points of the paper and describing some expectations for future research.