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題名：文藝復興時期人文教育思想與教育實踐之研究
作者：許智香 引用關係
作者(外文)：Chih-Shiang Hsu
校院名稱：國立臺灣師範大學
系所名稱：教育研究所
指導教授：林玉体
學位類別：博士
出版日期：1999
主題關鍵詞：文藝復興；人文主義；人文教育；義大利；北歐；Renaissance；humnaism；humanistic education；Italy；North Europe
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摘 要
人類創造歷史，卻常遺忘歷史。十四至十六世紀時期的人文主義，在歐洲文化史上扮演一個重要的角色。在經歷千年消沈的中古世紀後，意欲以「人」為主體，在所有的智識形式上，包括政治、宗教、哲學、文學、甚至是教育，創造一個新的社會文化時代。
本論文的旨趣，即在理解和批判此一時期的教育思想和實踐。首先探討文藝復興時期的時代背景，包括政治、經濟、社會和文化面向，以分析智識和教育發展的因素，其次針對當時重要的教育思想和教育活動，加以整理、分析、綜合、理解和批判。最後，希望能就研究發現和啟示，作為目前或未來教育理念或實踐的建議。
根據研究，提出以下結論：
一、人文運動的條件：人文主義的形成和發展，是外在與內在因素交互作用的結果。當時動態的政治、經濟、社會、宗教條件以及學術界本身的反省均是重要成因。簡言之，各個領域表現出反中古主義的現象，國邦政治的勃發、資本經濟的萌芽、都市的興起以及俗世知識的重生，彼此交織在一起，提供人文思想形成和發展的背景。
二、人文主義的特色：在社會和歷史的影響下，自身亦形成一套思想特質，共有五點：（一）重生。（二）復古主義。（三）個性主義。（四）世俗主義。（五）寫實主義。
三、人文教育思想方面：人文教育思想主義影響後世甚深。在以「人本」代替「神本」的前提下，主張教育應培養博學、完美德性以及社會實踐者為目的。擴充羅馬七藝的範圍，強調文法、修辭、雄辯，兼重體育和藝術學科；道德哲學取代神學的地位；歷史為新的重要學科。教育態度和方法，除了朗誦、模仿及記憶外，重視早期教育、師生關係、個別差異、系統教學及反對體罰等，均體現人文性的教育思想。
四、人文學校實踐方面：一種新式的學校教育形成。但由於歷史文化的差異，南歐與北歐人文學校的發展特質和內容有所不同。義大利人文學校的教育對象以王公貴族或富商子女為主，環境優美，進行個別教學，學習百科全書式的課程。北歐人文學校招收的對象除了上層階級，亦及於平民，採取班級教學，在學校管理或教學組織上成就卓著，課程內容則以宗教教義、文法、修辭等學科為主。相較於人文教育思想，人文學校教育有窄化的現象，日後並成為大學的預備教育。
根據研究發現與結論，提出若干建議：
一、對現行教育的啟示
（一）尊重教育的參與者：人文教育肯定人類的理性和自由意志，在整個教育歷程中，每個參與者應彼此尊重，包括學生、教師、家長或行政人員。擺脫「上─下」權威束縛的教學主體「師─生」關係，不但平等和諧，更能進一步在理性的溝通中見真性情，教學相長，激盪出有價值的知識和智慧。
（二）人文教育目的的落實：人是社會性的動物，人際事物與關係的成就，是身為一個社會人該努力的。教育行政者在規劃教育目標或教育課程時，要能兼顧品格陶冶和人文實用知識，將相關學科加以系統化整合納入課程之中；而教育者也能理解「全人」教育之必要，不有所偏廢，提昇學生各方面的能力，培養對國家社會的義務心，進而貢獻一己之力。
（三）人文教育課程的重視：在課程上，應多安排討論課程，在語文、歷史、地理、道德倫理等人文學科上，加入實際的社會現象和問題之辯論，促使學生關心和瞭解自己所處的環境，並參與社會工程。此外，應切實重視體育、音樂及繪畫等學科，不但能使學生身心健康和諧，擴展個性，亦能培養專長。
（四）強調人文教育態度和方法：人文教育思想家在教育態度和方法上提出許多值得效法的觀點。例如建立友善而和諧的師生關係、學生個別差異的理解、適性教學的建議、早期教育的重視、良好師資的培養和反對體罰等，都是相當先進的觀點，並提供切實可行的作法。
二、對教育改革的展望
（一）教育改革應兼顧普遍性和獨特性：第一、除了普遍教育原則外，亦應考慮現存社會的價值規範。第二、「他山之石，可以攻錯」，但必須經過選擇、適應和重塑的過程。第三、不論是教育目的或是教育內容的改革，應同時考量共同的需要和個別的需要。
（二）教育改革應兼顧理論和實踐：在實踐的過程不斷地檢視理論的妥適性，亦即教育理想和活動之間是一動態的過程，必須不斷地互相檢證和修正。
（三）教育改革應兼顧現實性和前瞻性：教育改革者除了要考量現實的需要和問題之外，亦要對未來發展作一合理預測，在教育規畫中預留空間。
Educational Ideas and Practices of Humanists
In Renaissance
Chih-Hsiang Hsu
Abstract
Human creates the history, but often forgets it. From the fourteenth to the seventeenth century, humanism played a key role in European culture. After the Middle Ages, Humanists intended to focus on “human itself” with every facet of Renaissance intellectual form─politics, religion, philosophy, literature and education, created a new social and cultural era.
The purpose of the paper is to understand and criticize the humanistic ideas and practices in Renaissance. First, explore the backgrounds of the history, including the political, economic, social and cultural environment, analysis the developing factors of intellect and education. Secondly, arrange, compare, synthesize, understand and criticize the important educational ideas and practices. Lastly, base on the research results, to recommend some suggestions about educational ideas or activities to Taiwan’s educational participants of the present or the future.
According the findings, the conclusions are as follows:
1. Conditions for humanism: With the interacting of both the external or internal factors caused the occurrence and development of humanism. All domains presented anti-Medievalist, including political development, economic expansion, religious revolts, and intellectual struggles upon established authorities. The dynamical development of these factors prepared for the growth of humanism.
2. Characteristics of humanism: Because of the influences of social and historical factors, humanism forms some essence of ideas. The characteristics are 1）rebirth.2）revival of learning.3）individualism.4）secularism.5）realism.
3. The educational ideas of humanists: The educational aim is to perfect the individuals in learning, virtue and wisdom, make them become free and civilized men. Humanist educators stressed eloquence, that is, grammar and rhetoric; physical training, music and painting had a subsidiary role; moral philosophy rather than science and metaphysics; and gave to history so novel an importance. About the educational attitudes and methods, humanists made great achievements. In addition to read aloud, imitation and memory； early training, the relation of teacher and student, individual differences, systemically teachings and attacks on body punishment were also important.
4. The educational practices of humanists: The schools of a new type were produced, but there were some important differences between South and North Europe’s humanistic school. The school in Italy accepted fewer students than north Europe’s. The educational surroundings were better than ever. The masters used the individual teaching; the students learned encyclopedic curriculum. In north Europe, the scopes of humanistic schools were bigger; masters used the class teaching. There were many achievements on school management or instruction organization. Religious texts, Latin grammar and rhetoric were key curriculums. Comparing with humanistic ideas, the education of humanistic school was narrow; it gradually became the pre-education of universities.
Based on the results and conclusions, some suggestions are put forward:
1. Revelations to nowadays education:
1） To revere educational participants.
2） To finish the humanistic educational aim.
3） To value the humanistic educational curriculum.
4） To stress the humanistic educational attitude and method.
2. Prospects to educational revolution:
1） Generality vs. Specialty: First, give attention to both general educational principles and special social norms. Secondly, when keep in touch with others culture; it must be a process of selection of adaptation and of reshaping. Thirdly, value both common and individual needs.
2） Theory vs. Practice: There is a dynamic dialectic process between educational ideas and activities.
3） Present vs. Future: Educational revolutionists not only considerate the needs and questions now, but also anticipate the future.
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