- 期刊
學習主體的建構、重構與解構：聯合國教科文組織教育報告書分析
The Construction, Reconstruction and Deconstruction of Learning Subject: Analysis of UNESCO Education Reports
摘要
本文藉由檢視聯合國教科文組織1972年的《Faure報告書》、1996年的《Delors報告書》以及2021年的《Zewde報告書》等三份報告書在不同時代背景下的教育倡議，分析這些報告書內容的意識型態與理念基礎，並討論這些教育報告書倡議在不同年代人文主義主張與學習主體形構的轉變。《Faure報告書》呈現出一種科學人文主義，在建構一種以自我學習或自我教育為原則之「完整的人」學習主體；《Delors報告書》試圖重新建構一種新的人文主義，將學習主體重新建構並賦予責任和貢獻等概念；而《Zewde報告書》則強調一種未來素養的人文主義，並對於原有學習主體與教育框架進行解構，尋求確實賦予學習者具備自主性與學習的權力。
並列摘要
This article examines three UNESCO education initiatives in different eras, namely the "Faure Report" in 1972, the "Delors Report" in 1996, and the "Zewde Report" in 2021. The author analyzes the ideological and conceptual basis of these reports and discusses the changes in humanistic claims and learning subject formations advocated by these reports. The "Faure Report" presents a scientific humanism perspective, which is constructing a holistic (complete man) learning subject based on the principle of self-learning or self-education; the "Delors Report" attempts to reconstruct a new perspective of humanism, which reconstructs the learning subject and assign concepts such as responsibility and contribution; and the "Zewde Report" emphasizes humanism of future literacy, which emancipates formal educational framework, deconstructs the learning subject, and seeks to empower learners with autonomy.