Anthony Giddens'' Structuration Theory and Its Implications for Education

• Main Authors: Lin,chun wen, 林郡雯
• Other Authors: Chang, Chien cheng
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/63690207912639798731

碩士 === 國立臺灣師範大學 === 教育研究所 === 90 === Anthony Giddens’ Structuration Theory and Its Implications for Education Abstract This study carries out a comprehensive investigation of Anthony Giddens’ structuration theory on the one hand, and a reflexive elaboration of its implications for educational on the other. To accomplish these ends, this study proceeds with the following steps: 1. Grasp the main threads of structuration theory by gathering up Giddens’ academic backgrounds, criticism of orthodox consensus and synthesis of divergent theoretical approaches. 2. Look into structuration theory methodologically, theoretically and substantively. 3. Assess structuration theory by reference to critics’ evaluations and Giddens’s responses. 4. Interpret the implications of structuration theory, with its limits included. 5. Based on the above findings, submit suggestions to future researchers. After thorough examinations of structuration theory, the following conclusions are secured: 1. Giddens’ synthesis of diverse theoretical traditions has a lot to do with his academic background, while his promise to overcome the dualism of agency and structure does with the current of thought after the second world war. 2. The duality of structure being its core concept, structuration theory attempts to picture the often subtle and delicate interlacing of agency and structure. 3. Whether structuration theory succeeds at the integration of agency and structure is still in debate, though, Giddens’ efforts are worthy of praise and respect. 4. Despite its shortcomings, structuration theory does have profound implications for educational theorization and practice as follows: (1) In theorization I. Educational theorization should work on the problem of dualism of agency and structure. II. Educational theorization should put symmetrical emphases on both time and space. III. Educational theorization should take double hermeneutics into account. (2) In practice (with special focus on student-teacher interactions) I. Student-teacher interactions are processes closely related to sanctions, power and communication. II. Discursive consciousness and practical consciousness are of equal significance for teachers as well as students. III. Both students and teachers look after ontological security. IV. Both students and teachers should develop the habit of reflection. V. Teachers and students have to work together to penetrate duality of agency and structure in school. VI. Structural contradictions do not necessarily cause student-teacher conflicts.