RolandRobertson全球場域模式及其在比較教育上之啟示__臺灣人文及社會科學引文索引資料庫

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題名：	RolandRobertson全球場域模式及其在比較教育上之啟示
作者：	陳錦瑩
作者(外文)：	Chin-Ying Chen
校院名稱：	國立暨南國際大學
系所名稱：	比較教育研究所
指導教授：	楊國賜楊深坑
學位類別：	博士
出版日期：	2003
主題關鍵詞：	文化全球化；全球場域模式；Roland Robertson
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(2) 專書(1) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:126

本研究旨在以Robertson全球場域模式作為探究文化全球化之架構，達成五項目的：一、探溯Robertson之思想脈絡與轉折，以尋繹全球場域模式的形成背景；二、尋繹個體論、社會論、世界論以及人性論的蘊義，以釐清全球場域模式的立論基礎；三、根據全球場域互動圖Ⅰ，再現自我-國家社會、國家社會-社會之世界體系、國家社會-全人類三個層面之相對化過程，分析並評述這三個動態層面的優缺點，並據此形成「國家社會與全球場域之互動類型」；四、根據全球場域互動圖Ⅱ，再現社會之世界體系-全人類、自我-全人類、自我-社會之世界體系三層面之相對化過程，評析此三個動態層面的特色與不足之處，並擬據此提出「人類與全球場域之互動類型」；五、運用「國家社會與全球場域之互動類型」與「人類與全球場域之互動類型」，探討其在比較教育分析單位、跨文化教學、比較教育方法論以及教育制度國家化的啟示。
據上述五項目的，本研究提出五點結論：一、全球場域模式是植基於社會文化解釋邏輯的多層面向之動態全球化過程。二、社會與社群是全球場域模式立論的核心概念，以人為蘊涵的「社群」的概念形成全球場域模式之個體論與人性論，以制度為蘊涵「社會」的概念形成全球場域模式之社會論與世界論。三、國家社會與全球場域之互動類型將「國家」或「民族國家」重新概念化，使其超越地理疆域的限制，而意涵心理層面、人類權利層面等特色。四、人類與全球場域之互動類型以全球人類文化為關照層面，著重從文化認同、社會參照以及人性在現實政治中的衝突來建構人類在全球場域的文化意涵。五、全球場域模式之互動類型有助於重新界定比較教育分析單位的意涵、幫助重新思考師生、文本在教學過程中的角色、有助於擴展比較教育方法論中情境脈絡與民族性概念的意義，並對教育制度國家化提供以社群機制為主導的個殊化發展方向。
據上述五點結論，本研究提出五點建議：一、將全球場域模式視為探索性的理論架構，並加強現實世界的應用與修正。二、強化全球場域模式政治經濟層面的蘊含，以凸顯文化與政治、經濟之關聯。三、發展、釐清國家社會與全球場域之互動類型中不同類型的國家社會所具有的特質。人類在全球場域所進行的互動並非僅將人類文明帶向和平或全球融合的狀態，人類在全球化過程中所可能產生的衝突、分裂，提醒全球化論者不應對全球的聚合持有過度樂觀的期待。五、「國家」或「民族國家」所意涵的意義在全球化時代下的比較教育研究有重新界定與擴展的必要性。

以文找文

This dissertation, applying Robertson’s global field model as research framework, aims to achieve five purposes. First, this research intends to explore the forming background of the global field model by tracing back Robertson’s academic career. Second, this research attempts to clarify the argumentation of the global field model through studying its individualism, societalism, worldlism as well as humanism. Third, this research proposes to construct the interactive pattern of national society and the global field by representing the processes of relativization of self-national society, national society-world systems of societies, and national society-humanity. Fourth, this research proposes to construct the interactive pattern of humankind and the global field by representing the processes of relativization of self-humankind, self- world systems of societies, and world systems of societies-humankind. Finally, this research points to examine the illumination of the two interactive patterns ─the interactive pattern of national society and the global field, and the interactive pattern of humankind and the global field--on the analytic unit of comparative education, cross-cultural pedagogy, methodology of comparative education, as well as nationalization of educational systems through applying the two patterns.
Accordingly, This dissertation proposes five conclusions. First, the global field model is constructed by multi-dimensional dynamic processes, which are on the basis of socio-cultural explanatory logic. Second, ‘Gesellschaft’ and ‘Gemeinschaft’ are the core concepts of the global field model. ‘Gesellschaft’, with the implications of system-concerned, is developed into societalism and worldlism of the global field model. ‘Gemeinschaft’, with the implications of human-concerned, is expanded into individualism and humanism of the global field model. Third, the interactive pattern of national society and the global field transcends the geographic meaning of ‘state’ and ‘nation-state’ into the more inclusive level implying psychological and human-rights characteristics. Fourth, the interactive pattern of humankind and the global field highlights the implications of global human culture on the global field through examining cultural identification, social reference and the conflicts between humanity and ‘realpolitik’. Finally, the two patterns─the interactive pattern of national society and the global field, and the interactive pattern of humankind and the global field─benefit comparative education in four ways: the re-definition of the analytic unit of comparative education; the re-consideration of the roles of teachers and text in pedagogical process; the expansion of the meaning of ‘context’ and ‘national character’ in methodology of comparative education; the development of the alternative direction of educational systems toward ‘particularization’, which is guided by community-centered mechanism.
Based on the above, this dissertation offers five suggestions. First, it suggests to take the global field model as explorative theoretical framework and to strengthen its application to reality. Second, it supports the necessity of highlighting the connection between culture and politico-economic dimension by enhancing the politico-economic implications of the global field model. Third, it advocates to develop and to clarify the characteristics of different patterns of national society in the two interactive patterns. Finally, the implications of ‘state’ and ‘nation state’ on comparative education research recommend to be re-defined and to be expanded in the age of globalization.

以文找文

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10.	政治意識形態、文學歷史與文學敘事─台灣五0年代反共文學研究
11.	國小社會領域之全球化課程設計與實施—以行動研究為途徑
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4.	殖民主義與文化抗爭：日據時期臺灣解殖文學
5.	文化憲法與文化國
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7.	歐洲文化與歐洲聯盟文化政策
8.	戰後東亞文化國族主義的發展：以米食作為文本的比較研究
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11.	儒學對臺灣意識的開拓
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