尋找一個對話的位置：基進教育與社會學習歷程

Searching a Position for Conversation: Radical Education and Social Learning Process

夏林清(Lin-Ching Hsia)

《應用心理研究》 16期 (2002/12) Pp. 119-156

摘要

本文作者以基進教育為一推進社會變革的實踐取徑，依靠其10多年在工人運動與草根婦女運動中的實踐為閱讀論述的探針，對歐洲批判心理學及美國基進教育理論與行動科學理論進行解讀與整理。社會「實踐」與「論述搜尋閱讀」的關係是本文概念被組織與呈現的邏輯，當任一實踐方案被實踐者用口語或文字表達時就展現了－「敘事探究」(narrative inquiry)的反映性質，而實踐者對浩瀚堆疊知識論述的閱讀渴望與尋找方向則是一種「平行參看」的對話過程，本文即是這樣一個歷程的產品。

關鍵字

基進學習 ； 基進教育 ； 社會探究 ； 社會學習 ； 置身於其中的自由 ； 批判自我反映

並列摘要

As an educational practitioner, the author has involved herself nearly twenty years in developing methods of radical education for social change. In terms of reading and understanding the contemporary Western theories in psychology and education, the author described her way of reading and understanding is ”a praxis-oriented reading for inquiring into the change process of the existed reality”. As a summary report or literature review, this article presents itself in a feature of reflective conversation that is the meta-process of the author's reading activities. The author's reading activities have been located in a dialectic of her social practice in different radical educational projects and her directional searching movements for reading the relevant radical educational and psychological theories. The author gave the prior part of this dialectic a name ”the narrative inquiry of representing a case story” and the other part ”a parallel reflective seeing”. This article is a product of this kind of meta-reading process.

並列關鍵字

radical leaning ； radical education ； social inquiry ； social learning ； situated freedom ； critical self-reflection

參考文獻

夏林清(1987)。行動科學：在寶踐中探究。台北:張老師出版社。

夏林清(1993)。由實務取向到社會實踐。台北:張老師出版社。

夏林清()。

夏林清(1999)。制度變革中教育實踐的空間。應用心理研究。1，31-68。

夏林清(2000)。日日春：公娼故事書。台北:日日卷關懷互助協會。