From Jean-François Lyotard''s postmodern knowledge discourse to analyze the knowledge condition of higher education in Taiwan

• Main Author: 陳佳慧
• Other Authors: Ren-Jin Horng
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/49417705243116904933

碩士 === 國立臺灣師範大學 === 教育研究所 === 90 === From Jean-François Lyotard’s postmodern knowledge discourse to analyze the knowledge condition of higher education in Taiwan Abstract This study aims at interpreting Jean-François Lyotard’s postmodern knowledge and basing his analysis towards postmodern higher education gives some proper suggestion for higher education in Taiwan. Analytically, the goals of this study are as follow: 1.Depending on the historical context of western higher 　education development to observe the changing process of the 　knowledge position. 2.To analyze Lyotard’s postmodern knowledge discourse. 3.To discuss Lyotard’s postmodern knowledge discourse. 4.Based on Lyotard’s perspective on postmodern knowledge, to 　　analyze the policy and direction of higher education in 　　　　Taiwan. 5.According to the analysis. To provide proper points of view 　　for higher education in Taiwan. After careful interpretation of Lyotard’s discourse on postmodern knowledge, the an thou of knowledge condition for higher education in Taiwan, the following conclusion are made: 1.Lyotard thinks that the set of meta-narrative built since 　　　the age of Enlightenment facing the crisis of disintegration. 　The crisis of meta-narrative leads the function of higher 　　　education towards the development of long life education. 2.Based on the pragmatics, Lyotard thinks that the crisis of 　　meta-narrative is the main reason to cause various kinds of 　　language games, and the tendency of interdisciplinary in 　　　higher education is a “move” of language game. 3.The delegitimation of knowledge in the postmodern leads the 　　knowledge research in higher education towards 　　　　　　　　diversification. But the emphasis on the performativity in 　　postmodern society also causes higher education tend to 　　　　develop some practical knowledge. 4.The performativity and power are double criterions of 　　　　　knowledge in the postmodern, and it causes higher education 　　put emphasis on developing students’ professional competence 　on learning aspect and scientific knowledge on research 　　　　aspect. 5.The tendency of knowledge commercialization and 　　　　　　　　performativity causes higher education some serious 　　　　　　transformations on the teaching and learning aspect. Based on the above finding, the following recommendations are proposed for betterment of theoretical and practical aspects for higher education in Taiwan: 1.To built some unique value of higher education under the 　　　tendency of massification and marketization. 2.To distinguish different quality and function of higher 　　　　education. 3.To avoid the organization and function of higher education 　　inactivity. 4.To emphasize the teaching responsibility of teacher and 　　　　interactive relationship between teacher and student in 　　　　higher education.