本文先從歷史發展，探討百年來西方文化對我國社會的衝擊，以及台灣四十年來社會變遷的模概，從社會現象與學術研究兩方面，進一步提出教育理論本土化的意義與方向。最後本文從科學理性考察與生命體驗的實證研究態度、研究成果的有效性、學術研究自由與自律以及教育研究人才的培育等方面，論述教育理論本土化的重要條件。 筆者認為，教育理論本土化的訴求，反映出當代教育學者的研究自覺與文化認同。「本土化」有利於體認自身文化淵源，使學術推展獲得足夠的自我意識，更明智的把持進展的方向。但是「本土化」的努力，不應該自閉於文化傳統的靜態迷戀，造成本土文化與西方理論的嚴格對峙。相反的，在中西殊異的思維模式與文化視野中，透過對話、理解與詮釋，達成創造性的視野交融，讓多元催發帶來教育理論的創新與進步，不僅提昇國內的學術研究水準，也能貢獻於整體教育學理論的發展，這應是教育理論本土化的最終目的。

The main purpose of this paper is to examine some issues concerning the significance of the individuation of educational theories. In order to understand the plea for the individuation of educational theories, it is necessary to clarify the historical background and the meaning of individuation. Such clarification. in fact. is a prerequisite for achieving the goal of individuating theories for educational practice in Taiwan. This paper is divided into three parts. First, the influence of western civilization to our culture and society is discussed. Second, the meaning of the individuation of educational theories is explored. Finally, directions and necessary conditions for establishing educational theories suitable for our country are suggested.