邊納爾普通教育學探究

Inquiry into Dietrich Benner's General Pedagogy

梁福鎮(Frank Liang)

《教育科學期刊》 2卷2期 (2002/12) Pp. 1-35

https://doi.org/10.6388/JES.200212.0001

摘要

本文主要的目的在：（一）探討邊納爾普通教育學的思想淵源；（二）闡明邊納爾普通教育學的內涵；（三）評價邊納爾普通教育學的得失，以提供我國作為發展教育理論和改善教育實際的參考。邊納爾普通教育學的思想淵源，主要來自於盧梭、康德、赫爾巴特、洪保特、黑格爾、史萊馬赫和芬克等人的哲學和教育學思想。其普通教育學的內涵主要包括「教育理論」、「陶冶理論」、「教育機構理論」和「教育科學理論」四個部分。邊納爾普通教育學有幾項重要的貢獻：一、證立普通教育學是一門獨立自主的科學；二、闡明教育理論與實踐的關係；三、解決積極教育學與消極教育學的爭論；四、批判「反學校化理論」與「教育系統理論」的偏頗；五、指出後現代教育學的缺失。當然，其普通教育學也有下列幾項問題存在：一、混淆了「實踐活動」與「生產活動」的區別；二、忽略審美教育層面問題的探討；三、化約了普通教育學完整的學術性質。然而無可諱言的，邊納爾不但解決了許多教育科學的爭論，而且具有相當獨到的見解，值得我們探究其普通教育學的內涵，以提供我國作為發展教育學術的參考。

關鍵字

普通教育學 ； 教育理論 ； 陶冶理論

並列摘要

The purposes of this article are: (1) to discuss the beginning of Dietrich Benner's general pedagogy, (2) to explain contents of Dietrich Benner's general pedagogy, (3) to evaluate advantages and disadvantages of Dietrich Benner's general pedagogy. These points can be regarded as references for development of educational theory and improvement of educational practice in Taiwan. The starting point of Dietrich Benner's general pedagogy comes from the philosophical and educational thoughts of Ruosseau, Kant, Herbart, Humboldt, Hegel, Schleier-macher and Fink. Contents of his general pedagogy include ”theory of education”, ”theory of cultivation”, ”theory of educational institute” and ”theory of educational science”. Dietrich Benner's general pedagogy has five important contributions: (1) justifies general pedagogy an independent science, (2) explains the relation between educational theory and educational practice, (3) resolves the debate between positive pedagogy and negative pedagogy, (4) criticizes mistakes of theories of deschooling and educational system, (5) shows disadvantages of postmodern pedagogy. Naturally, his general pedagogy has some problems: (1) confuses the distinction between practical and productive activities, (2) ignores inquiry into dimension of aesthetic education problems, (3) reduces the whole academic characters of general pedagogy. In summary, Dietrich Benner not only resolves many debates of educational science, but also provides a lot of special perspectives. That is worth our attention to inquiry into his general pedagogy's meanings, because they can be regarded as references for development Taiwan's educational theory and practice.

並列關鍵字

General Pedagogy ； Theory of Education ； Theory of Cultivation

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