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心理學研究本土文化取向的理論與實踐

Theory and Practice of the Indigenous Culture Approach of Psychological Research

摘要


經由本土化研究建立本土心理學的呼聲,自20世紀80年代以來,在兩岸三地即已時有所聞,惟對「本土」或「本土化」的概念並不明確。到90年代末期台灣部分心理學家提出三地論的概念(楊國樞,1993),認為港、台、大陸三地因長期隔離,社會形態各異,故而主張三地華人社會的心理學者,應各自建立自己的本土心理學(台灣本土心理學、大陸本土心理學、香港本土心理學)。此種純以地區為前提的心理學研究取向有待商榷,原因是如將心理學視為研究人性特質的科學,並將心理與行為視為人性特質的表徵,顯而易見的是,影響心理與行為的文化因素大於地區因素。基於此義,本文提出採用心理學研究本土文化取向的建議,並試圖從心理學思想的演變中分析探討此一建議的合理性。

並列摘要


The support of establishing indigenous psychology through the indigenous research has been omnipresent in the three areas-including the Chinese Mainland, Hong Kong and Taiwan-on both sides of the Taiwan Strait since the 1980s. However, the concept of ”indigenousness” or ”Indigenization” is rather vague. At the end of the 1990s, some psychologists in Taiwan proposed the so-called ”three-area approach.” They argued that because Hong Kong, Taiwan, and Mainland China have been separated for a long period of time, and the style of each society is different, therefore, there is a need for these three areas to establish their own indigenous psychology (Taiwan indigenous psychology, Mainland China indigenous psychology, and Hong Kong indigenous psychology.). This approach of psychological study is based on the premise of geography, an approach that is questionable to some extent. If psychology is viewed as a science which studies human characteristics and analyzes human behavior as presentations of his/her characteristics, then it is easy to see that cultural factors predominate over geographical factors. Based on this consideration, this article proposes to apply psychology to the study of the indigenous cultures, and also try to investigate the rationality of the suggestion from the perspective of the evolution of psychological theories.

參考文獻


Benedict, R.F.(1946).Pattens of culture.New York:Macmillan.
Hergenhalm, B.R.(1986).An introduction to the history of psychology Belment.CA:Wadsworth.
Miuro, I, T.,Okamoto, Y.,Kim, C. C.,Chang, C.,Steere, M.,Fayol, M.(1994).Comparisons of children's cognitive representation of number: China, France, Japan, Korea, Sweden, and United States.International Jourral of Behenivral Development.17,401-411.
Mlller, K.F.,Smith, C. M.,Zhu, J.,Zhang, H(1995).Preschool origins of cross-national difference in mathematical compertence: The role of number-naming systems.Psychological Science.6,56-60.
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