普通教育學內涵探究

Inquiry into Contents of General Pedagogy

梁福鎮(Frank Liang)

《教育科學期刊》 2卷1期 (2002/08) Pp. 98-122

https://doi.org/10.6388/JES.200208.0098

摘要

教育學家赫爾巴特(Johann Friedrich Herbart 1776-1841)接任康德在寇尼斯堡大學的哲學講座。在位期間，他不僅成立教育學講座，致力於教育理論體系的建立。同時設立實驗學校從事教育研究的工作，成為後來大學教育系所附設實驗學校的範例。至此，康德建立教育學術研究的心願，才真正獲得實現。赫爾巴特於1806年創立「普通教育學」(Allgemeine Padagogik)，企圖從倫理學的觀點來決定教育的目的，並且以心理學的觀點來發展教育的方法，將「普通教育學」建立成為一門教育科學。普通教育學的內容至少應當包含教育本質理論、教育方法理論、教育關係理論、教育機構理論、教育科學理論、人格教育理論與教育改革理論等七部分。教育本質理論分析教育的本質、教育的目的與教育的理想；教育方法理論探討教育的方法與教育的材料；教育關係理論探討教育機構中存在的師生關係；教育機構理論研究教育理論與教育行動實踐的場所；人格教育理論闡述人格的意義、人格教育的內涵與完美人格教育的理想；教育科學理論論證教育現象的詮釋、教育研究的方法與教育科學的建立；教育改革理論探討教育問題的反省、教育改革的觀念和教育改革的策略。當代德國普通教育學的發展逐漸採取綜合模式進行教育問題的研究，不僅從教育本位的角度出發，建立教育學術的獨特性，同時兼顧科際整合模式，探討各種哲學的思潮。另外，教育學家也在普通教育學的範圍內，系統地建立：教育科學導論、教育學史、普通教育學、教育人類學、教育倫理學、審美教育學、道德教育學、教育學方法論、改革教育學和宗教教育學等科目，對於教育學術領域的發展有很大的貢獻。

關鍵字

普通教育學 ； 教育倫理學 ； 教育人類學

並列摘要

The Educationist Johann Friedrich Herbart inherited Kant's philosophical position in university Königsberg. Throughout the duration of his position has not only pedagogical lecture and educational system of theory build, but also has experimental school for educational research established. Later Herbart's experimental school became the paradigm of educational institutes in universities. Hereto, Kant's wish for establishment of pedagogy was real come truth. Herbart has in 1806 General Pedagogy build. He intent through ethical perspective educational purposes to decide, and through psychological perspective educational methods to develop. Herbart wants to build General Pedagogy as educational science. The content of General Pedagogy includes at least seven parts: Theory of educational substance analyses educational substance, educational purposes and educational ideal. Theory of educational methods investigates educational methods and materials. Theory of educational relationship inquires relationship between teacher and student in educational institutes. Theory of educational institutes researches on location of educational theory and practice. Theory of personal education explains meaning of personality, content of personal education and ideal of perfect personal education. Theory of educational science argues interpretation of educational phenomenon, methods of educational research and establishment of educational science. Theory of educational reform discusses reflection of educational problems, concepts of educational reform and strategies of educational reform. Contemporary General Pedagogy adopts synthetic model to research educational problems, it build not only from educational base model, but also from interdisciplinary model inquires philosophical thoughts. Additionally, many educationists of General Pedagogy have systematically ”introduction of educational science” ”history of pedagogy” ”general pedagogy” ”educational Anthropology” ”educational ethics” ”aesthetic pedagogy” ”moral pedagogy” ”educational methodology” ”reformative pedagogy” and ”religious pedagogy”, that is great merit for development of educational science.

並列關鍵字

General Pedagogy ； Educational Ethics ； Educational Anthropology

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