本文主要在探討德國教育學者Wolfgang Klafki(1927-)教育理論的轉變過程。雖然,他由精神科學的教育學,轉變為批判理論導向的教育學,所使用的語言及關注的焦點有明顯的不同,但其思想發展並非斷裂性的,而是具有延續性。
In this paper I want to discuss the transformational process of educational theory of German pedagog Wolfgang Klafki. Although the languages and the focuses in his theoretic direction from humanistic- to critical theory-oriented are different, the development of his thought is not fragmental, but continuous.