再概念化：終身學習與心流體驗的「互文性」分析

自1972年聯合國教育與科學文化組織（UNESCO）發表報告《學會生存---教育世界的今天與明天》以來，「終身學習」與「終身教育」、「學習型社會」等一系列概念就逐漸形成一種教育思潮，影響了全世界許多國家和地區的教育發展。然而，終身學習的意涵為何？如何掌握終身學習的概念本質及發展焦點？這些都是推動「終身學習」過程中需要釐清的問題。本文藉由互文性的視角，即透過心流體驗與終身學習兩個概念文本的對話與相互理解，對終身學習進行「再概念化」。經分析後發現，心流體驗概念有助於確立終身學習中學習者「主體性」的重要，也看到了終身學習往「全人教育」的轉向。此外，終身學習要重視學習的起始及過程，讓學習者在每個學習活動開始時就進入終身學習的歷程。最後，學習者形成高內在動機與自成目標（autotelic）的人格，即體驗學習最大的回饋就來自學習本身所帶來的樂趣，而非來自外在的報酬，而這也是未來終身學習概念是否能進一步成功推行的重要關鍵要素。

關鍵字

心流體驗；再概念化；終身教育；終身學習；學習型社會

並列摘要

Since UNESCO published the report ＂Learning to Be: The World of Education Today and Tomorrow＂ in 1972, ＂Lifelong learning＂,＂ Lifelong Education＂ and＂ Learning Society＂ have gradually become important trends in education, affecting education developments in many countries and regions all over the world. However, what is the implication of lifelong learning? How do we pinpoint the essence and development focus of lifelong learning? These are the questions we need to clarify when lifelong learning movements are fostered. This study conducted a perspective of intertextuality, analyzing the text of flow experience and lifelong learning interactively, to reconceptualize the idea of lifelong learning. We conclude that the understanding of flow experience helps us to validate the importance of learner’s subjectivity in lifelong learning and observe its direction to educate the ＂Full Adult＂. Furthermore, we should emphasize the beginning and process of the learning, to make learners have a good start of their lifelong learning journey, just like a journey of flow experience. Lastly, learners can form highly intrinsic motivated and autotelic personality, and experience the reward mainly from learning itself, not from the outside world. That is the very important and key factor in the following steps of promoting lifelong learning.

並列關鍵字

flow experience ； reconceptualization ； lifelong education ； lifelong learning ； learning society

國際替代計量

再概念化：終身學習與心流體驗的「互文性」分析

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