- 期刊
教育學經驗科學化之歷史評述及其後設理論分析
A STUDY ON THE METHODOLOGICAL FOUNDATION OF EMPIRICO-ANALYTICAL EDUCATIONAL SCIENCE-A HISTORICAL AND METATHEORETICAL REFLECTION
並列摘要
This study presents a historical and metatheoretical analysis on the methodological foundation of empirico-analytical educational science. First of all, a historical scrutinization shows that modern empiricism-oriented educational science can trace its origin to the emphasis upon immediate y sensational experience and rational judgment in the Enlightment science. With scientific spirit of the Enlightment in his mind, Imm. Kant was the first philosopher, who tried to establish an exact scientific system of pedagogy. Ch. E. Trapp, a contemporary of Kant, used experimental method in educational research with a view to thoroughly understanding and improving human nature. After Trapp, this empirical trend in education was overcome by transcendental part of Kantianism. By the end of 19th century empiricism-orientation in the educational study was reenlivened under the influence of the progress of natural science, the establishment of experimental psychology and the domination of positivistic philosophy. Thus, experiment in natural science was used by W. A. Ray and E. Meumann in the educational research. With the introduction of logical empiricism, scientific constructivism and new philosophy of science into the field of education, methodological foundation should be reformulated to cope with the new need of educational studies. L.-M. Alisch and L. Rössner tried to establish a technological formula of educational action in order to control the effectiveness of educational processing. W. Brezinka attempted to penetrate into the metatheoretical assumption of educational science. Thus strong self-reflection on the studied object and the used method is evidently manifested in the contemporary empirico-analytical educational science. However the aforementional efforts in educational science do not yet extend beyond the bound of scientific realism. Education is thus regarded as a self-independent reality, wherein the given law or causality is waited to be discovered. Historical and social dynamism in educational process is relatively neglected in the scientific study of education. In order to rectify the methodological bias of empirico-analytical educational science, it is recommended, serious consideration of metathoretical assumption of quantum physics, hermeneutics and Frankfurt critical theory should be taken in the empirical study of education.