德國大學理念與教學範式之轉變

本文透過文件與相關文獻之分析，探討德國大學理念與教學範式之轉變，尤其是Humboldt與波隆納進程之大學理念與教學範式之差異。本文首先探討二者之大學理念及其教學範式，其次析論學者從洪堡觀點對前者之批判，最後再探究二者差異的實質意義，並提出一種辯證性綜合。在洪堡的大學理念中，大學為完全從事學術研究的機構，其教學範式屬於「研究依附型」，在波隆納進程中，其教學範式標舉職業能力與模組化課程，大學理念由Humboldt觀點轉向Hayek之自由市場與競爭範式。相應地，高等學校的組織型態也由「學者共和國」邁向學術性「給付企業體」。最後，本文經由盧曼系統理論之觀點，探討Humboldt與波隆納陣營間之爭辯，是中上階層的「教養市民層」與中下階層的「力爭上游層」之爭，亦為「教育是一項公民權利」與「教養市民層的權利」間之對抗；二者之差異應朝向一種辯證性的綜合發展，亦即，「通過學術進行教育」（洪堡觀點）+「為職業而受教育」（波隆納進程）=「以學術研究促進職業培訓」。

關鍵字

德國高等教育；洪堡理念；波隆納進程；系統理論

並列摘要

Through an examination of documents and the relevant literature, this study investigates the different ideas and teaching paradigms of the traditional Humboldt educational system in Germany, and changes that have been experienced as a result of the Bologna Process. Firstly, the ideas and teaching paradigms associated with Humboldt and the Bologna Process are discussed. Secondly, criticism of the Bologna Process by scholars who support the approach of Humboldt is presented. Finally, the differences between the two approaches are addressed, which leads to a discussion of a dialectical synthetic. In the ideas of Humboldt, university is absolutely engaged in academic research and the teaching paradigm is associated with the academic development of students. However, as a result of the Bologna Process, the teaching paradigm has shifted to an emphasis on professional abilities and modularization. Thus the focus of university has moved from the views of Humboldt to the approach of Hayek, where the free market and competition are emphasized. As a result, the organization of a university has shifted from promoting a scholarly republic to an academic service enterprise. Drawing on the perspective of Niklas Luhmann's Systems Theory, the final part of the paper explores the idea that the debate between Humboldt and the Bologna Process is the debate between educated citizens of the upper class and those of lower social classes who are upwardly mobile. This can also be viewed as a conflict between those who believe that education is a right of citizenship and the rights of educated citizens. The difference between them should evolve toward a kind of dialectical synthetic-''using academics for education” + ”receiving education for professional purposes” = ”using academic research to promote professional training.”