馬克思主義對工具理性的批判及其在師資教育的啟示

由於大部分教師忽視社會文化對學生學習表現的影響，致使教育結果的不均等現象被合理化。改善此種現象需求寬廣的文化視野與批判思維，然而大部分教師被指責欠缺此種素養，他們展現工具理性的思維與技術效能的行為。本文試圖追溯此種現象的鉅觀面成因，文中分析顯示此種現象根源於社會的價值體系，當科學技術在生產體系取得主導地位時，實證科學的屬性逐漸轉變為個體與外界互動的依據，甚至被融入社會價值體系中。此種情境使師資培育課程產生科學化，其焦點是實務運用以及技術效能導向，致使大部分教師將教育目標、教學內容、過程與結果化約為技術效能層面。

關鍵字

馬克思主義；工具理性；師資教育

並列摘要

Due to the fact that the majority of teachers ignore the influence of social cultures on students' performances, the inequality of educational results has consistently remained. Improving this phenomenon requires an open vision and critical mind on analyzing the interaction between children's cultural competence and curriculum contents. However, it was argued that most teachers did not possess such a vision or mind. Their minds were generally confined within the scope of instrumental rationality. Therefore, their behaviours can be characterized as techno-effectiveness orientation. This essay attempts to explore the macro-level factors molding such simple minds. The arguments of relevant literature suggest that this phenomenon was rooted in social value system. When the effectiveness of scientific technology in productive system was proofed, positivism commenced to expend its influence and, was finally fused into social value system. Under such a circumstance, the assumptions of positivism, such as neutrality and generalization, tend to dominate the individual's mind and attitude towards others. This scientific movement makes teacher education curriculum focus on the scope of practical application and techno-effectiveness. Such a curriculum is much likely to mold its takers a simple mind as witnessed by the fact that in terms of the perspectives of educational goals, teaching materials, processes and results, most teachers tend to be instrumental-rational oriented.