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王秋絨 (1991)。批判教育論在我國教育實習制度規劃上的意義。台
北市：師大書苑。
王秋絨 (1992)。批判的成人對話教育家－弗雷勒。載於劉焜輝 (主
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市：正中。
王秋絨 (1997)。成人教育的思想與實務－現代、後現代的論辯。台
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王連生 (1992)。教育哲學研究。台北市：五南。
王崇堯 (1992)。解放神學與馬克思主義。台北市：永望。
方永泉(譯) (2003)。Paulo Freire著。受壓迫者教育學(Pedagogy
of the Oppressed)。台北市：巨流。
方志華 (2000)。諾丁關懷倫理學之理論發展與教育實踐。國立台灣師範大學教育研究所博士論文，未出版，台北市。
田培林 (1975)。教育史。台北市：正中。
田培林 (1995a)。教育是生長嗎。載於賈馥茗 (主編) ，教育與文
化《上冊》(頁148-151)。台北市：五南。
田培林 (1995b)。自由與平等。載於賈馥茗 (主編) ，教育與文化
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田培林 (1995c)。教育與文化。載於賈馥茗 (主編) ，教育與文化
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李琪明 (2004)。我國國中小校園道德氣氛之調查研究。師大學報：教育類，49 (1)，1-20。
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邱天助 (1993)。Bourdieu文化再製理論之研究。國立台灣師範大學教育研究所博士論文，未出版，台北市。
林玉体 (2001)。幼兒教育思想。台北市：五南。
林清江 (1996)。教育社會學新論。台北市：五南。
林逢祺 (1987 )。皮德思道德教育思想研究。國立台灣師範大學教育
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非洲及拉丁美洲資料中心 (1963)。巴西的經濟。台北市：非洲及拉
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洪鎌德 (1998)。社會學說與政治理論－當代尖端思想之介紹。台北市：揚智。
洪鎌德 (2000)。人的解放－21世紀馬克思學說新探。台北市：揚智。
洪鎌德 (2003)。導言：當代社會科學的哲學。哲學與文化，30(11)，1-36。
洪鎌德 (2004)。黑格爾哲思的活頭泉水。嘉義大學通識學報，2，1-
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洪鎌德 (2005a)。憲法與社會的互動－憲政主義之哲學分析。臺灣民主季刊，2 (2)，101-140。
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段玉裁 (1976)。說文解字注。台北市：黎明。
施宜煌 (2003a)。省思台灣當前的教育：孔子思想的觀照。中等教育，54(2)，158-168。
施宜煌 (2003b)。以薩‧柏林的「自由」理念在幼兒學習上的教育意
涵。幼兒教育年刊，15，155-172。
施宜煌 (2004a)。一位國小原住民女學童同儕關係發展之探討。國教
學報，16，279-306。
施宜煌 (2004b)。當基因科技對教育研究產生衝擊時：教育研究倫理
議題的探討。初等教育學刊，19，71-98。
施宜煌 (2004c)。一位教育家教育實踐的探究－田培林。國民教育研究學報，13，73-99。
晏陽初 (1993)。晏陽初教育論著選。北京市：人民教育出版社。
殷鼎 (1990)。理解的命運。台北市：東大。
夏孝川 (譯) (1991)。Louer著。巴西的教育與國家發展(The
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奎 (主編) ，印度、埃及、巴西教育改革 (頁587-605)。北京
市：人民教育出版社。
孫周興 (譯) (1993)。Martin Heidegger著。走向語言之途(The
Road to Language)。台北市：時報文化。
孫周興 (譯) (1996)。Martin Heidegger著。海德格爾選集(The
Selected Readings of Heidegger)。上海市：商務。
高思謙 (譯) (1978)。Souto Maior著。巴西史(Historia do
Brasil)。台北市:商務。
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15歲。中國時報，1版。
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梁福鎮 (1999)。教育的內容。載於歐陽教 (主編) ，教育哲學 (頁
235-276)。高雄市：麗文。
郭生玉 (1994)。心理與教育研究法。台北市：精華。
陳文團、溫明麗 (1988)。批判理論與教育危機。載於中國教育學會(主編)，現代教育思潮 (頁201-230)。台北市：師大書苑。
陳文團 (1990)。理性與方法。台大哲學論評，13，207-228。陳文團 (1993)。批判理論與教育。台大哲學論評，16，121-159。陳文團 (1996)。差異－去異－合－～對於意識形態對話的反省。台
大哲學論評，19，1-48。
陳文團 (1998)。政治與道德。台北市：台灣書店。
陳文團 (1999)。意識形態教育的貧困。台北市：師大書苑。陳文團 (2002)。政治哲學。載於沈清松 (主編) ，哲學概論 (頁
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陳伯璋 (1985)。潛在課程研究。台北市：五南。
陳伯璋 (1998)。意識型態與教育。載於陳伯璋 (編著) ，意識型態
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陳朝陽 (1994)。國民小學道德教育之探討。教師之友，35 (2)，20-
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陳鼓應 (1992)。存在主義簡介。載於陳鼓應 (編著)，存在主義 (頁
3-30)。台北市：台灣商務印書館。
陳榮華 (1993)。《走向語言之途》導讀。載於孫周興 (譯) ，《走
向語言之途》(頁vii-xi)。台北市：時報文化。
陳曉林 (1986)。自由四論與人文心靈－譯序。載於陳曉林 (譯) ，
自由四論。台北市：聯經。
國立編譯館 (1993)。三民主義課本(上冊)。台北市：正中。
崔光宙 (1985)。先秦儒家禮樂教化思想在現代教育上的涵義與實施。台北市：私立東吳大學中國學術著作獎助委員會。
許紹龍 (1985)。易經的奧秘。台北縣：龍泉。
張文忠 (1989)。晏陽初社會教育思想之研究。國立台灣師範大學社
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張建成 (2002)。批判的教育社會學研究。台北市：學富。
張春興、林清山 (1989)。教育心理學。台北市：東華。
張雙利、陳祥群 (2000)。解放神學。台北市：揚智。
黃志成 (2003)。被壓迫者的教育學－弗萊勒解放教育理論與實踐。
北京市：人民教育出版社。
黃政傑 (1992)。課程改革。台北市：漢文。
黃瑞祺 (1990)。曼海姆。台北市：風雲論壇。
傅偉勳 (1999)。西洋哲學史。台北市：三民。
馮朝霖 (1999)。啟蒙、團結與責任－論教師組織之實踐理性。教育研究，66，76-85。
馮朝霖 (2000a)。教育哲學專論－主體、情性與創化。台北市：元
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馮朝霖 (2000b)。化渾沌之情、原天地之美－從情意教育到教育美
學。載於崔光宙、林逢祺 (主編) ，教育美學 (頁1-31)。台北
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馮朝霖 (2000c)。生命尊嚴、人權教育與公民社會。教育研究，71，16-20。
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單文經 (2002)。課程與教學。台北市：師大書苑。
鄔昆如 (1976)。存在主義論文集。台北市：先知。
詹棟樑 (1989a)。教科書與意識形態。載於中華民國比較教育學會
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詹棟樑 (1989b)。論成人識字教育與教科書的關係－兼論巴西弗雷勒
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詹棟樑 (1994)。巴西成人識字教育運動。成人教育，31，30-34。
詹棟樑 (1995)。現代教育思潮。台北市：五南。
詹棟樑 (2005)。成人教育學。台北縣：冠學。
萬俊人 (2000)。弗洛姆。香港：中華。
賈馥茗 (1976)。田培林先生的教育思想簡述。載於賈馥茗、黃昆輝
(主編) ，教育論叢(二) (頁1- 46)。台北市：文景。
賈馥茗 (1991)。東周的教育及學術思想(三)。教育研究所集刊，
33，1-35。
溫明麗 (1994)。自主性自律、傳統文化與現代化：台灣經驗。載於
中華民國比較教育學會 (主編) ，文化傳統與教育的現代化 (頁
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溫明麗 (1997a)。批判性思考教學－哲學之旅。台北市：師大書苑。溫明麗 (1997b)。哈伯馬斯論辯倫理學及其時代意義。載於郭實渝
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溫明麗 (2000)。教育哲學的進步：由當代台灣教育哲學典範之轉移
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楊國樞 (2003)。人文社會科學研究者的反省。載於李遠哲、蕭新煌
(主編) ，傑出學者給年輕學子的67封信 (頁248-253)。台北
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楊森源 (1992)。新約「愛」之理念及其教育涵義。國立台灣師範大
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趙祥麟 (2002)。外國教育家評傳。上海市：上海教育出版社。
趙雅博 (1993)。倫理道德教育與性教育。台北市：台灣書店。
趙衛民 (1993)。老子的道初論。鵝湖，19 (3)，10-16。鄭慧玲 (譯) (1984)。Dr. H. True著。幽默就是力量(Humor
power)。台北市：遠流。
蔡進松、曹逢甫、余玉照、馮隆盛、陳獻忠、李銘珠、劉世惠、王嫻
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歐陽教 (1988)。學生的自由與自律。載於國立台灣師範大學學術研
究委員會 (主編) ，《當前校園活動與教育》(頁49-60)。台北
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歐陽教 (1990)。教師的情理觀。教育研究，13，18-24。
歐陽教 (1996)。道德判斷與道德教學。台北市：文景。
歐陽教 (1994)。群育的哲學分析。國立台灣師範大學教育研究所集
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歐陽教 (1997)。德育原理。台北市：文景。
歐陽教 (1998)。教育的概念分析。載於歐陽教 (主編) ，教育概論
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繆靜芬 (譯) (2002)。Apa Publications Gmbh & Co 編。巴西
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簡成熙 (2004)。「缺德」的道德教育如何實施。教育研究，121，94-109。
蘇永明 (2005)。從康德的「對他人的義務」來看人權的道德意涵。中等教育，56 (1)，4-18。
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