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題名:A.Giddens「反思現代性」及其對課程理論之啟發
作者:黃騰 引用關係
作者(外文):Huang Teng
校院名稱:國立臺北教育大學
系所名稱:課程與教學研究所
指導教授:歐用生
學位類別:博士
出版日期:2007
主題關鍵詞:反思現代性課程理論風險社會生活政治能動性reflexive modernizationcurriculum theoryrisk societylife politicsagency
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摘要
本論文主要在探討當代全球化社會中的課程理論問題及未來的思考方向,整個背後主要的問題意識是基於--「究竟個人是否可能改變社會結構」。論文的主軸是從A. Giddens的「反思現代性」理論著手,再借由其它重要社會學家(如Bauman, Beck, Taylor, Lash, Castells, Archer, Bhaskar…)對Giddens的相關評論,使我們能對當代社會有更進一步的認識。在方法上,則是透過「結構vs能動」、「理論vs實踐」的辯證,使整個理論的探討更加全面與具體。
就課程理論而言,文中則借由上述的分析,評論與反省幾個當代重要的課程理論取向:以學科為中心的課程理論、以社會解放為中心的批判性課程理論、以主體經驗為中心的現象—詮釋學的課程理論、以去中心主體為主的後結構課程理論。
在理解當代社會狀況及課程理論問題之後,最後則是提出以下幾點建議,做為未來課程理論的努力方向。一、課程理論應跨越民族國家為核心的「貨櫃理論」,認真面對全球社會帶來的種種問題。二、課程理論不應再把「個人、社會、與學科」視為是不同且獨立的理論取向,而應進一步思考與掌握其中不可切割的關連性。三、課程理論中「結構vs能動」的關係,應兼顧「二元論」、「雙重性」、「去雙重性」三方面。四、課程應以「道德意義」的反思為核心。五、應帶入「風險」概念,以破除學科知識造成的潛在課程。六、東方有關「修養」的文化,可提供課程中自我超越的具體方法。七、課程應結合社會公益組織的行動,以發揮最大的能動性。
Abstract
The paper is focus on discussing the problems and further directions of curriculum theories in the globalized society. The main issue behind this research is if it is possible for individuals to change social structure. So we start from A. Giddens’ “reflexive modernization” and some critical about “reflexive modernization” from other socialists to get more understanding about this globalized society. After that, we reflex on some issues that proposed from contemporarily main curriculum theory approaches. Finally, we give seven suggestions that can be used to reconceptualize our perspectives about curriculum theories.
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