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後現代主義思潮及其在教育研究的蘊意
Postmodernism: Thoughts and Implications for Educational Research
摘要
本研究旨在探討後現代主義對教育研究的蘊意，內容分為四大部分：首先從現代性與現代化的意義說明切入，接著對後現代是「取代」還是「延展」現代的概念來做評判，以探討現代與後現代的關係。其次，探索後現代主義的重要論述：1、解構：超越符號的自由；2、片斷：宏大敘事的衰落；3、多元：異質聲音的重視；4、科技：人類社會的雙面刃。復次，分析後現代對於教育研究的影響，針對形上學、知識論與方法論等三個取向提出對教育研究的啟發：1、形上學：處在上帝已死的世界；2、知識論：百家爭鳴的學術；3、方法論：多元化的架構。最後，根據相關文獻探究，可知後現代主義對教育研究的蘊意，如：對於教育形上學、知識論與方法論的顛覆與重構、發展出不同且合適的研究方法、善用小巧敘述或微型理論的架構並非以巨大的理論來建構整體論述、強調差異的敘述且重視「不同意見」的重要性等。
並列摘要
This study investigated the implications of postmodernism for educational research in four main sections: In the first section, this study explored the meanings of modernity and modernization and discussed the relationship between modernisms and postmodernism with a focus on whether postmodernism is a ＂replacement＂ or an ＂extension＂ of modernism. In the second, this study explored major discourses on postmodernism, including (1) deconstruction: transcending the symbols, (2) fragmentation: waning of grand narratives, (3) pluralism: valuing heterogeneous voices, and (4) technology: a double-bladed knife for human societies. In the third, this study analyzed the impact of postmodernism on educational research and its implications with respect to metaphysics, epistemology, and methodology: (1) metaphysics: a world where God is dead; (2) epistemology: the competitive academia, and (3) methodology: the pluralistic framework. Finally, this study concluded that the main implications of postmodernism for educational research, including subvert and deconstruct educational metaphysics, epistemology, and methodology, develop different and appropriate research methods, use petit narratives or mini theories rather than grand theories to construct the discourse, stress differences, and attach importance to ＂different opinions＂.