社會教育於二十一世紀教育中應有的角色

Social Education in 21(superscript st) Century

吳英璋(Yin-Chang Wu)

《國家政策季刊》 2卷3期 (2003/09) Pp. 125-148

https://doi.org/10.6407/NPQ.200309.0125

摘要

社會教育的概念包含社會機制（各類社會情境）對其成員所可能形成之教育（或反教育），以及社會機制本身接受教育。本文以社會影響理論進行社會機制影響個人歷程之微觀分析，用以彰顯社會教育存在之普遍性。廿一世紀是資訊的世紀，資訊傳送的「速度」與「量」均以倍數的速率躍升，社會機制本身對個人的影響即更大。藉著提出社會教育的終極目標：「每一個人（社會／文化）都能與所有其他人（社會／文化）一起好好的活，且活得好（永續成長與發展）」，本文試設計於該目標之下的策略性概念系統，並用以說明社會教育的內涵。

關鍵字

社會教育 ； 社會影響理論 ； 社會教育終極目標 ； 策略性概念系統

並列摘要

The concept of social education includes: (1) The impact of social mechanism (all kinds of social situation) upon its members, either it is ”educational” or ”anti-educational” impact. (2) The social mechanism itself receives education. A microanalysis, via social influence theory, was performed to identify the generality of social education in everyday life. In 21(superscript st) century, the e-Century, the speed of information-transfering and the quantity it is sending has been increased very much. Therefore, the social influence from the society to individuals is increase, too. By asserting the ”ultimate goal” of social education: ”Every one (every society/every culture) will be able to get along well with every other person (society/culture), and to lead a good life (continuous growth and development)”, it was designed a conceptual system of strategic framework so as to explain the content of social education.

並列關鍵字

social education ； social influence theory ； ultimate goal of social education ； strategic framework