- 作者: 楊深坑
- 作者服務機構: 國立臺灣師範大學教育研究所
- 中文摘要: 隨著二十一世紀的即將來臨,人類的時間意識似乎較前更為敏銳。後工業社會的到來,技術的快速更新,使得人類經歷前所未有之急遽變化的生命節奏。凡此不僅對教育改革也對比較教育研究構成嚴肅的挑戰。因應這些挑戰教育改革與教育規畫須將時間與發展列入嚴肅考慮,而有關教育改革的比較研究亦因而必須詳審時間向度的意義。 過去數十年來比較教育中的實徵主義一直試圖尋繹足以預測教育發展之永恆不變法則,其結果犧性了時問在教育過程的重要意義。在相對論與量子物理的影響下,建基在永恆時空觀的普遍社會法則發生根本的動搖,方法論上的暫時主義(methodological tomporalism〉也因而須在教育改革的研究中予以適當的注意。本研究從中國和希臘時間概念的比較分析作出發,歸結出時間具有主觀、客觀以及制度三個層面的意義。近年來世界各國的教育改革莫不重視這三個層面的時間意義,比較教育方法論的最近發展也顯然的有強調時間向度的趨勢。
- 英文摘要: On the threshold of the 21th century, human consciousness of time seems to be much moreacute than ever before. Accompanying the coming post-industrial society, the acceleration oftechnological metamorphosis is full of profound challenges not only for those striving to assisteducational reform, but also for those devoting themselves to comparative study. Projection andplanning of education in preparation for varied and flexible responses to an everchanging worldmust be taken into serious consideration for educational reformers. A comparative commitmentmust, as E. King puts it, be not simply lateral in some contemporary sense, but developmental andprospective, too. For decades, the positivists in comparative education have tried to establish some universallaws to predict the trends of educational development and thus to apply them to help formulatebetter educational reform policy. However, under the influences of theory of relativity and quan-turn physics, the absolute time-space continuum and the universal social laws based thereon areconfronting severe challenges. Methodological temporalism must be emphasized in the study ofeducational reform. Starting from a comparison of Chinese Shih and Greek Kairos "the righttime," this`paper attempts to analyze the significance of time in the methodology of comparativeeducation. Reform strategies of educaton from various countries are referred to as exemplars tohelp expound the arguments in this analysis.
- 中文關鍵字: time category; educational reform; comparative education
- 英文關鍵字: --