從教育合理性的詮釋與批判論教育的合理轉化

• Main Authors: HU, MENG-JING, 胡夢鯨
• Other Authors: LIN, GING-JIANG
• Format: Others
• Language: zh-TW
• Published: 1991
• Online Access: http://ndltd.ncl.edu.tw/handle/82248536002398361431

博士 === 國立臺灣師範大學 === 教育研究所 === 80 === Abstract 1.Research questions This thesis is termed "On the rational transformation of education: some perspectives from the interpretation and the criticism of rationality of education". The rationality of education and the rational transformation o f education are refered to some questions which are the most concerned of this thesis: (1) what is rational education? (2) how did rational thoughts of education transform in the educational history? (3) why were there some irrational things existed in the educational development process? (4) in w hich ways may we transformed irrational education to rational education? 2. Research purposes According to the research questions, the main purposes of this thesis are : (1)to explore the rationality of education, (2) to reconstruct the rati onal thoughts of education, (3) to interpret the rationalization of educat ion in the processes of societal rationalization, (4) to criticize the rat ionality of educational praxis in our country, (5) to explore the rational transformationof education. 3. Research methods The following methods are used in this thesis: (1) the method of historic al hermeneutics, (2) the method of philosophical hermeneutics, (3) the met hod of critical hermeneutics, (4) the ideal typing method. 4. Research conclusions Through the interpretation and the criticism of the rationality of educati on, and through the exploration of the rational transformation of educatio n, the conclusions of this thesis are as floows: (1) in substance, educati onal development is a dialectic process in which the rational education an d irrational education are dialectic with each other, (2) there were facts of rational transformation in the education development process; and the r ational thoughts of education have been transformed through liberal educat ion, specialized education, general education to whole person education, ( 3) the whole person education is one sort of rational thoughts of educatio n at present and in the future, (4) in order to attain substantially-ratio nal ends, rational education should take formally-rational actions as mean s, (5) imbalanced rationalization inside and outside of education were mai n causes which made educational imbalance, (6) noneducational factors, suc h as traditionally cultural ideas、 political interventions、 economic for malism and over uniformed institution etc., caused education to be somewha t irrational education, (7) irrational education must be transformed to ra tional education through the ways of transformation of symbolic and value systems、 normative systems、 interactional systems and organizational sys tems.