本文以自由主義兩個主要思想概念──「社會領域」和「行動」為主軸，運用對比東西方教育重建方式，剖析台灣1988年來教育重建論述內在組合與邏輯。社會領域區分為公領域和私領域，而行動則含括學習與選擇兩個要素。本文發現，台灣教育重建極度仰賴西方自由主義思想作為教育重建話語的核心理念。在「公領域－選擇」領域以自由市場經濟原則與手段解決學校教育管理的問題，進而疏解國家面對台灣資本主義自身的困境與危機；在「私領域－選擇」領域則是將學校與家長的關係建在生產者與顧客的關係，強化市場導向與顧客原則，重視學校競爭與家長選擇。在「公領域－學習」領域則希望建立一個以人道、人本為中心去階層化、階級化、去異化，重差異、重主體的學校；在「私領域－學習」領域則是排除家長權威，重視兒童自主、能力的教育模式。從這四個象限中，我們看到台灣的教育重建論述中，同時建構「存在與佔有」、「人本與商品」、「自由與異化」兩種對比的生存狀態及「差異性學校與市場化學校」兩種教育情境。這是一種弔詭的組合。

　　　　　This paper focuses on the issues and principles involved in the argument of reconstruction of the schooling system in Taiwan. Through the detailed analysis of study on the scheme of social change by Bowles & Gintis, this research finds that the argument for reconstructing the Taiwanese schooling system involves two opposing concepts and ideas. One line of through adopts the concepts of western liberalism such as marketability, corporatism, and privatization and believes in the effectiveness of the performance model of pedagogy as the main tone and strategy for this reconstruction. This concept as a strategy for reform only serves to resolve the crisis and contradiction of capitalism in Taiwan. It hardly is in harmony with the other, humanitarian way of thinking, which mainly puts the emphasis on the children, is anti-authority, anti-hierarchy and believes in the competence model pedagogy. This paper finds that the arguments of reconstructing schooling in Taiwan is a paradoxical issue involving two opposite concepts: "To be" versus "To Have"; The Human Being versus Commodity; Market based schools versus Schools Based on Personal Growth; Liberalism versus Indivuality. These conflicting issues will be a dilemma for the efforts to reform the schooling system in Taiwan.