社會轉化與美感創造－探析社會重建論的課程關懷

Social Transformations and Aesthetic Creation-The Analyses on the Curriculum Concerns of Social Reconstructionism

李雅婷(Ya-Ting Lee)

《課程與教學》 8卷2期 (2005/04) Pp. 41-52

https://doi.org/10.6384/CIQ.200504.0041

摘要

現今社會改良取向之課程理念多為課程理論與實務所關注，然而，社會重建論者Rugg將課程的政治旨趣闡結至「美感創造」，倡議「美感創造」對於人類生活品質的重要性，重新思考與想像民主社群的意義，兼顧主體與社會重建的複雜知識觀，展現其獨特論說。本文探討之重點有五：一、社會重建論的源起背景與主要哲學；二、社會重建論的教育/課程論述；三、社會重建論的美感創造之主體重建旨趣；四、從社會重建論至概念重建論；五、評論與影響。上述探究以提供課程理論建構與課程實務者之參考。

關鍵字

社會重建論 ； 社會轉化 ； 美感創造 ； 概念重建論

並列摘要

The curriculum discourses of social milieu approach is notable by curriculum community. However, social reconstuctionists, Rugg proposed distinguished ideas, that made connection between the politics of curriculum and aesthetic creation, put emphasis on aesthetic creation to quality of the human lives, renewed and imagined the meanings of democracy community, combined the complicated epistemology of self and social reconstruction. The purpose of this article explores the social reconstructionism, including, 1) the history context and main philosophy; 2) the education/curriculum discourses; 3) the self reconstruction interest of aesthetic creation; 4) the differences between social reconstruction and reconceptualists; 5)comments and influences.

並列關鍵字

Social Reconstructionism ； Social Transformations ； Aesthetic Creation ； Reconceptualist

參考文獻

Carbone, P. F.,Wilson, V. S.(1995).Social reconstruction through education.New Jersey:Ablex Publishing.

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Kliebard, H. M.(1995).The struggle for the American curriculum, 1893-1958.Boston:Routledge and Kegan Pau.