以“整全與通觀的教育”作為發展通識教育的理念

Holistic Education as a Frame of Reference for Conceptualizing the General Education in Taiwan

陳能治(Neng-Chih Chen)

《通識教育季刊》 9卷2期 (2002/06) Pp. 111-142

https://doi.org/10.6745/JGE.200206_9(2).0005

摘要

整全與通觀的教育以「整全與通觀」為基本觀點，以教育「完整的人」為目標，強調個體與自我、社群、地球完成連結與轉化，以獲得自我的整全發展。主張教育應著重人「每一個面向」的發展，包含技能、精神、社會、道德、倫理、創造與性靈等。整全與通觀的教育既重視個體性靈的轉化，也強調其社群責任，並關注人類整體的福祉；其型塑中的教學理論，強調教學內容多面向考量，教學過程作概念學習、脈絡與系統式思考，主張學科間需聯結轉化；其整體教學著重性靈啟發、學習社群建立、教與學角色融合、評量方式多元化與教師自我精進等。以上概念，可作為台灣現階段發展通識教育理念的參考，藉以拓展後者更寬廣的教育視野，產出更深沉的人性關懷，對所設計之各單一學科教學也有實際助益。

關鍵字

整全與通觀的教育 ； 通識教育 ； 全人教育 ； 整全觀教育理論

並列摘要

Based on a holistic worldview, holistic education claims the nurturance of a whole-person. It asserts that education must respect the dynamic and mutually supporting relationships between intellectual, emotional, physical, social, creative and spiritual qualities of every person. It aims at cultivating the individual inner-self, awakening the responsibility for one's community, and instilling learners with a global conscience. It emphasizes contextual learning, systematic thinking, trans-disciplinary integrating, multiple evaluation systems and the renewal of teachers. Taking holistic education as a frame of reference could broaden the vision-scope, deepen the insight, and promote the teaching quality of general education in Taiwan.

並列關鍵字

holistic education ； general education ； whole-person education ； wholeness of education