:::

詳目顯示

回上一頁
題名:卡爾.巴柏的客觀知識論及對教育的啟示
書刊名:中等教育
作者:葉坤靈 引用關係
作者(外文):Yeh, Kuen-ling
出版日期:1999
卷期:50:4
頁次:頁46-61
主題關鍵詞:卡爾巴柏客觀知識否證Karl popperObjective knowledgeFalsifiability
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:39
     本文旨在探討卡爾﹒巴柏的客觀知識論及其在教育上的涵義。巴柏不滿傳統對知識的看法,即主張歸納法是科學的穩當方法;相反的,他認為人有犯錯的可能性,所以每一項科學假設都有錯誤的可能性,即可否證性,因此他的客觀知識論是一種演化的認識論,對真理的立場是「真理逼近說」,不同以往傳統哲學「探求確定性」的真理觀。 巴柏藉由休姆的問題出發,即否定歸納法是探求科學理論的確當方法;再由康德的問題,即劃界問題,指陳否證法是區分科學和偽科學的基準。由此而論證其客觀知識(第三世界)是獨立乎任何認識者的獨立自主的世界。至於教育的啟示有二:(一)營造具自由、批判與鼓勵的學習環境;(二)引介科學史中矛盾狀況的觀念。
     This paper aims at explicating Karl Popper's "objective knowledge" theory. Popper rejected the traditional view of knowledge which maintained that induction was the sound method to construct scientific theories. On the contrary, he insisted that man is fallible, and therefore each item of scientific hypothesis has the possibility of fallibility, that is, "falsifiability". Form this, Popper's "objective knowledge" by its very nature is a kind of "evolutionary epistemology", and his view of truth is "search for verisimilitude" rather than "the quest for certainty". Popper claimed that the "objective knowledge" (the third world) s "knowledge without a knowing subject", an autonomous world, by means of stating the "Hume's problem" of disputing the legitimate status of induction as the sound scientific method, and the "Kant's problem" of demarcating the science and false science. As to its implications for education, there are two points worth advocating, and they are: (1)creating a free, critical and supportive learning environment; (2)introducing the idea of the conflict cases in the historical development of science.
期刊論文
1.林正弘(19950400)。論巴柏[Karl R. Popper]的基本陳述句。當代,108,38-55。  延伸查詢new window
2.莊文瑞(1987)。當代科學哲學的轉向--巴柏與孔恩的論辯。當代,10,26-36。  延伸查詢new window
3.仲維光(19950400)。當代啟蒙思想家卡爾.巴柏[Karl R. Popper]--悼念哲學家卡爾.巴柏。當代,108,10-37。  延伸查詢new window
4.王雅君(1987)。科學界線的再探尋--論卡爾.巴柏的「可否證性」判準。當代,10,37-42。  延伸查詢new window
學位論文
1.洪庸睆(1981)。波柏的科學方法論及其在教育上的意義(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.李豐斌(1981)。歷史定論主義的窮困。台北:聯經。  延伸查詢new window
2.Edwords, Paul(1968)。The Encyclopedia of Philosophy。N. Y.:The Mocmillon Company。  new window
3.Barnett, Ronald(1990)。The Idea of Higher Education。Buckingham:Srhe & Open University press。  new window
4.Winch, P.(1980)。The Idea of a social science and Its Relation to Philosophy。London:Atlantic Highlands, N.J.:Routledge & K. Paul:Humanities Press。  new window
5.Popper, Karl R.(1979)。Objective knowledge: An Evolutionary Approach。Oxford:Clarendon Press。  new window
6.Popper, Karl R.(1959)。The Logic of Scientific Discovery。London:Hutchinson。  new window
7.舒光(1987)。科學哲學導論。臺北:水牛出版社。  延伸查詢new window
8.Popper, Karl Raimund(1964)。The Poverty of Historicism。New York:Harper & Row。  new window
圖書論文
1.Perkison, H. J.(1982)。Education and Learning from our Mistakes。In Pursuit of Truth: Essays in Honour of Karl Popper’s 80th Birthday。New Jersey:Humanities Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE