意識型態批判與教育學研究

IDEOLOGY-CRITIQUE AND METHODOLOGY OF EDUCATIONAL RESEARCH

楊深坑(YANG, SHEN-KENG)

《國立臺灣師範大學教育研究所集刊》 30期 (1988/06) Pp. 25-56

https://doi.org/10.6910/BGIENTNU.198806_(30).0002

並列摘要

Through historic-hermeneutical method and metatheoretical analysis this study attempts to expound the meaning of ideology-critique in its historical development as well as its implications on educational research. Etymologically critique in Greek language means nothing but rational judgment and separation. The term critique earns its destructive meaning first in French sceptic P. Bayle's Dictionaire Historique et Critique (1695-1697). Succeeding P. Bayle's spirit of Englitment Imm. Kant directs critique inwards to reason by its due function. In Hegel's philosophy critique is the process of spiritual self-dialectics. In Hegel's philosophy critique is the process of spiritual self-dialectics. K. Marx leads critique cutward to capital-critique. Succeeding Kant's, Hegel's and Marx's critical tradition, Frankfurt School extends the meaning of critique to subject-critique, knowledge-critique and society-critique. The terms ＂ideology＂ by its stamper Destutt de Tracy means originally the study of idea-formation. Since Napoleon Bonaparte this terms has gotten its denunciated meaning as fancy far from reality. K. Marx regards ideology as distorted consciousness which hides the truth. Modern theories of ideology can be roughly divided into two main directions: On the one hand, critical rationalism, originated from Comte's positivism and the thought of Vienna Circle, sees ideology as a set of metaphysical ideas or beliefs that can not be tested by scientific procedure. Ideology-critique means therefore rational discrimination of the untested ideas from the scientific ones. Frankfurt School on the other hand succeeding German idealism and Marxism regards positivism as one kind of ideology for its cramping human rationality to a calculating reasoning. For the purpose of a substantial functioning of human rationality and actualization of social justice ideology-critique must be extensively oriented to the critique of knowledge-constitutive interest, social biased consciousness and distorted human communication process. Parallelling the development of ideology-critique, modern educational scientific research can also be traced to two main different methodological meta-assumptions. Based upon critical rationalism W. Brezinka attempts to distinguish rigorous scientific sentence from the ideological ones through logical and empirical evidence while founding educational nomological propositions. Critical educational science, on the other hand, puts emphasis upon subject-critique, knowledge-critique and society-critique with a view to liquidating the barrier of human communication in educational process and finally leading human being to an authentic enlightment and a full self-emancipation. It is recommended conclusively that empirical and hermeneutical know-ledges in educational research should be put in severe critique to liquidating their ideological elements with a view to proposing a sound educational theory for bettering practice.