歐文在西洋教育史地位上的轉變及重新評價

本文從史學縱向面的角度，從歐文生前、十九世紀末期、二十世紀初期、二十世紀中後期等四個時期，回顧歐文在西洋教育史地位上的轉變，並提出筆者重估歐文教育理念及其實踐的歷史意義。從歷史回顧中發現，歐文在西洋教育史地位的轉變受到時空環境意識型態的顯著影響。歐文自結束新拉納克教育事務後，投入社會主義及勞工運動的傳播，爲維多利亞時期(Victoria era,1837-1901)主流社會思潮所貶斥，因此在教育史上的地位明顯受到壓抑。自二十世紀初期，由於一些費邊社(Fabian Society)的歷史學者撰寫歐文傳記，並解釋歐文教育在其社會改革的關鍵角色，肯定歐文爲推動普及教育及發展幼兒學校教育之先驅，歐文作爲教育家或教育改革者的身分，始告確立。歐文在教育史上的地位突然高漲，也可說是社會主義意識型態崛起下的產物，亦即受到政治意識型態的影響。二十世紀中後期，論者從教育史專業領域的角度觀察，雖因學者的焦點及解釋角度的不同而有所差異，惟對歐文作爲英國幼兒學校教育的創建者及其對普及教育的貢獻，殆無爭議。筆者依據若干論證，修正歐文自傳裡誇大之論斷，肯定歐文在新拉納克扮演領航員的角色，但亦相信戴爾(David Dale)、布坎南(James Buchanan)及其他教師對新拉納克學校的貢獻。歐文作爲教育家的地位是確定的，新拉納克學校的成就也非凡。然而歐文的教育理念與實踐之間，存有一些落差，反應出理想受到現實環境的限制。

關鍵字

歐文；教育史地位；新拉納克學校；十九世紀初期；歷史回顧

並列摘要

The author reviewed the change of owen's status from four periods: during Owen's life time, the latter part of 19th century, the early part and latter part of 20th century. Then the writer discussed his concept and its practice. Owen's status was influenced by space-time. After finishing the affairs in New Lanark, he devoted himself to spread of socialism and labor movement. He was denounced until some historians of Fabian Society started to write his biography. They approved Owen as a pioneer of popular education and infant school education. Since then Owen's status of being an educator and educational reformer was built. During the latter part of 20th century, critics still confirmed Owen's contribution. Besides him, the author also affirms David Dale's, James Buchanan's and the other teachers' contribution to popular education and infant school education. It was undoubted that Owen was an educator and the achievements in New Lanark school were remarkable. However, there was some difference between educational concept and its practice, which reflected that reality imposed restrictions on ideal.

並列關鍵字

Robert Owen ； status in history of education ； New Lanark School ； the early part of 19th century ； historiography

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歐文在西洋教育史地位上的轉變及重新評價

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