| Summary: | 碩士 === 台北市立師範學院 === 國民教育研究所 === 86 === The focus of the study are to understand the origin, the general
discussion, and the evaluation of Robert M. Hutchins' philosophy
of education for free man. The sources of study come from
published literature, Hutchins' works, dissertations, papers,
internet databases, and homepages. Three main parts of this
thesis are: thought of education for free man, contributions and
criticisms, and reflections. The thought is divided into four
points: origins of thoughts, explanation of free man,
relationship between education and free man, and free man
education. Hutchins' origin of thoughts come from his lives
experiences, western traditional thought, and his self-beliefs.
The explanation of free man is a man who knows the goods, goods'
order, and practices goods according to goods' order. The
relationship between education and free man is that education
and free man are interrelated. The curriculum is liberal arts
and the Great Books. Two examples of free man education are St.
John's College and the Chicago Plan. The contribution of
Hutchins' education for free man are as follows: criticizing
education, emphasizing free man education, creating a situation
for free man education, and building the ideal of democratic
community. The criticisms of Hutchins' free man education are
polar. The pro criticisms describe Hutchins as a model of free
man, a knowing and doing person, and a man who never gave up
struggling for his ideal. But the con criticisms are that
Hutchins' ideas are anti-currents and emphasize intellect too
much. The reflection is that the similar situations exist
between Taiwan's present educational problems and Hutchins'
criticisms of American educational probelems earlier in this
century. Three revelations come form these reflections: the
progress is not equal to the happiness, education becomes the
tool for external goods, and these problems become the latent
worries.
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