十二年國教中的就近入學教育理念與丹麥Aalborg 大學IKE （Information, Knowledge, Economy）中心依據丹麥經濟型態研究發 展的學習經濟理論，在地理鄰近性的本質上有共通性。本研究以高達 美哲學詮釋學的視域融合為方法論，詮釋學循環為方法，將上述兩者 （就近入學教育理念與學習經濟理論）視為問題視域與回答視域，企 圖經過詮釋學循環歷程的問與答的辯證對話，提出視域融合後的新視 域，以學習經濟理論主張的核心論點─「創新是一個互動學習的過 程」，作為豐富就近入學教育理念的新義。最後，筆者依據新視域的 內涵，以第一屆十二年國教學生家長身分，提出培養學生的「人才願 景」為具互動學習能力的合作人才，作為十二年國教之新國教觀。

There is a common ground, i.e. the essence of geographical proximity, between the policy of school in neighborhood in the twelve-year basic education system in Taiwan and the learning economy developed by IKE (Information, Knowledge, Economy) Center in Aalborg University, Denmark. The two above notions are seen as two horizons—the former as the question horizon and the latter as the answer horizon—conducting a process of mutual dialogue. Therefore, this study is based on the methodology of the fusion of horizons, established by Georg-Hans Gadamer’s philosophical hermeneutics, and adopts the hermeneutical circle as the practical method. Since the learning economy is focused on the notion that “Innovation is an interactive learning process,” it may shed light on the idea of schooling in neighborhood. As a result, in the fused new horizon, this article concludes that the shared new vision of the quality of the students in the twelve-year basic education system could be “cooperation by the competent through interactive learning”.