從人文與科技的融合問題探究學校教育中之通識教育

A Study of General Education at School-A View from the Merge of Humanity and Science

李金連(King-Lien Lee)

《科學教育月刊》 268期 (2004/05) Pp. 20-29

https://doi.org/10.6216/SEM.200405_(268).0007

摘要

Snow從《兩種文化》(1964)中提出科學家與文學家互動的不夠，導致彼此很難溝通與諒解，解決此一問題的唯一辦法是透過適當教育；這論調亦普遍顯現於目前的學校與社會中，所以從事教育者有必要面對與重視它。教育是學習者認識客體歷程的結果，本文藉由人類共有性的經驗與Popper(1969)三個關於人類知識的觀點，來瞭解知識和文明之產生歷程與成果；然而這些歷程與成果必須再藉助學習者的認識行為予於延續光大，但是認識的思維模式分類頗多，本文介紹Bruner(1985)的典範式思考與敘述式思考，來說明人類兼具有科技與人文思維的特徵與本質，所不同的只是它們傾向之強弱導致認知思維的差異。最後，在前述理論的基礎上，透過可以整合人文與科技之通識教育來培育學生全人格的養成，期能具備獨立思考、解決問題、與順應潮流的能力。

關鍵字

兩種文化 ； 思維模式 ； 通識教育

並列摘要

From ”The Two Cultures and A Second Look” (Snow, 1964), Snow brought up that the interaction was insufficient both scientist and litterateur inducing a calamity of communication and understanding each other. The only method of the problem solving was by way of appropriate education. This argument common reveals from a school and society at present, so the educator is necessary to face and pay much attention. Education is the results of the procedure that learner knows a knowledge. This article would understands the producing track and fruitful results about the human's knowledge and civilization by the humanity common being experience, Popper's ”three views concerning human knowledge” (Popper, 1969),. Bruner's ”Narrative and paradigmatic modes of thought” (Bruner, 1985), and the theory based on General Education. In front theories, it will rears completely moral integrity students by integrate Huamanity and Science.

並列關鍵字

The Two Cultures ； modes of thought ； General Education