芬蘭教育成就的啟示－找回台灣教育的主體性

The Inspiration of Educational Success in Finland: Seeking for Taiwan's Subjectivity of Education

溫明麗(Sophia M. L. Wen)

《台灣國際研究季刊》 6卷4期 (2010/12) Pp. 139-175

https://doi.org/10.29800/TLSQ.201012.0007

摘要

芬蘭的歷史與臺灣有類似的命運，都有過被殖民的辛酸，芬蘭在PISA的學生學業成就表現方面躍上國際教育舞臺，並受到國際矚目，國際對於芬蘭的教育充滿好奇；相對的，臺灣的教育改革也不斷推動，臺灣也曾創造亞洲四小龍的經濟奇蹟，在此意識下，本文認爲，雖然經驗難以完全複製，但是並不表示芬蘭的經驗沒有值得臺灣學習之處。質言之，芬蘭可以，臺灣沒有不行的空間，尤其芬蘭教育展現的主體性、走自己路的經驗，正是臺灣教育可以學習者。有鑑於此，本文分別分析芬蘭教育行政體系與教學彰顯辯證主體性、學校教育必須彈性因應社會需求、師資培育必須提升專業自主等特色，提出芬蘭行，臺灣應該更行的呼籲，期許臺灣教育能凸顯思、覺、行、盼的理念，強化教育的主體性、師生互動的關懷性，並發揮教育實踐與德行的行動力，俾實現臺灣教育培養社會和諧、團隊合作及世界和平之世界公民特質的新希望。

關鍵字

芬蘭 ； 思覺行盼教育理念 ； 教育主體性

並列摘要

Comparing the history between Finland with Taiwan, both two countries had suffered with educational dysfunction and dehumanization from their negative experiences of colonization. However, a key lesson from it for both two countries shows a significance of being autonomy, in terms of freedom and independence. Although there is no way and experiences to be easily duplicated entirely, the importance of developing a role of critical subjectivity highlights the transformation of experiences from Finland. Furthermore, it is the critical subjectivity that makes the successful experiences of education in Finland significant not only for other countries, but also for Taiwan. In this sense, this article overviews the educational characteristics in Finland, and points out the necessity of flexibility in response to the rapid changing movement around the world, including schooling aiming at students' enlightenment, social harmony, and teachers' autonomy through critical reflection. In a nutshell, the educational idea of thinking, feeling, acting and wishing may provide inspiration to educational policy makers and educators forging their own path for harmony, cooperation and world peace as a global civic citizen.

並列關鍵字

Finland ； idea of thinking ； feeling ； wishing and acting ； educational subjectivity

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