摘要
1970年代美國人文主義與社會批判思潮相當活躍，Macdonald秉其豐沛的學術素養，率先從人文關懷與社會公平正義的角度，對傳統課程提出質疑和批判，成為「再概念化」課程理論的領導人物，形成課程研究的第三勢力。本文首先介紹Macdonald的學術思想轉折，其次，闡述其課程理論的內涵，課程立論的方法學－兼顧技術理性與審美理性的思考訓練，最後剖析其超越的課程計畫和超越發展意識型態的教育蘊義，文末評述Macdonald課程理論的優缺點，及以其課程理論對現今我國課程現狀的啟示作為結語。
並列摘要
In the decade of the 1970s, American society was brimming with humanistic and critical theories and discourses. From the standpoint of humane thought and social equity and justice, James B. Macdonald continuously challenged and criticized traditional curricula and set forth a re-conceptualized theory of curricula. This constitutes a third influence for curricular research. This essay first introduces the evolution of Macdonald's multi-faceted curricular thinking, and then explicates his curricular theory as well as his methodology for curricular theorizing, and the educational significance of his transcendental developmental ideology. Macdonald believes that both technical and aesthetic rationalities are the bases of methodology of curricula thinking. Finally, the strengths and weaknesses of his curriculum theory and its implications for current education in Taiwan are also discussed.