教育理論與實踐的關係

Through historical approach and metatheoretical analysis this study attempts to deal with the relationship between educational theory and praxis. Introductory remark on the recent controversies shows that different view points on the disputed problem are basically resulted from their different interpretations on human rationality. Therefore before proceeding to the main topics a historical and philosophical analysis of human rationality is presented in this thesis. It was Heraclitus who began a rational explanation of the world by proposing logos as the arche of cosmos. Aristotes' demarcation of sciences into theoretical, practical and artistic or technical was corresponded to his tripartion of human rationality. However, Aristotle did not elucidate clearly the relation between nous and phronesis with the consequence of failing to link theory and praxis in his philosophy. Imm. Kant tried to fill this gap up by proposing reflecting judgement as combining power between the theoretical and practical rationality. In educational science, J. Fr. Herbart ssucceeded Kant's reflecting judgement and transfformed it into educational tact as the linkage of educational theory and praxis. By the end of 19th century severe disputation on the relationship between educational theory and praxis was caused by the philosophical controversies between positivism and antipositivism. The development of scientific teather education may be compared to the process of self-consciousness of human rationality. Early in 18th century school teacher was regarded as a kind of craftsman; thus pre-training or preparatory education for school-teacher was thought to be unnecessary. With the progress of natural science, self-reflection of teacher's responsibility and status in the whole educational system was universally awakened by the turn of this century. The demand of teachers' professionalization lead to their urgent need of scientific preparatory education. Emancipating from the craftsmanship of instruction, the study of educational phenomenon sturted out to reflect rationally its own place in the scientific disciplines. Related to this reflection, a serious consideration on the problem of linkage between theory and practice was rekindled in the field of educational studies. Recently three main paradigms are competiting in the educational research. Influenced by logical empiricism, empirico-analytical research paradigm emphasizes the primacy of theory and tries to build a universal causal explanatory system with the consequence to sacrifice the historicity and value-boundness of educational praxis. On the other hand Geisteswissenschaftliche Padagogik, with the consideration of educational praxis a meaningful whole, regards the relationship between theory and praxis as a dinamic dialectic process. The critical educational science, under the influence of Frankfurt School, puts special emphasis on the emancipatory interest of educational theory. Thus it is expected to improve the educational praxis through the universal enlightment of all the people by a theory. Conclusively it is suggested that a penetrating and thorough study on the human rationality be key solution to the controversial problem of the relationship between educational theory and praxis.

並列關鍵字

無資料

國際替代計量

教育理論與實踐的關係

未授權

主題瀏覽