全人教育作為通識教育的理念：臺灣14所公私立綜合大學的通識教育理念和課程規畫之研究

Holistic Education as the Idea of General Education: An Analysis of Ideas and Curriculum Design of General Education from 14 Comprehensive Universities in Taiwan

陳杏枝(Hsin-Chih Chen) ； 游家政(Chia-Cheng Yu)

《通識教育學刊》 14期 (2014/12) Pp. 23-43

https://doi.org/10.6360/TJGE.201412_(14).0002

摘要

從1980年代中期開始臺灣通識教育蓬勃發展，當時主要採借歐美博雅教育的理念。教育部於1999年12月提出「全人教育、溫馨校園、終身學習」作為21世紀教育施政方針。爾後，從歐美採借的博雅教育一詞逐漸轉為全人教育。本文想了解全人教育作為通識教育理念，它是如何為臺灣的大學所理解以及落實在課程設計中？本文首先瀏覽臺灣49所公私立綜合大學通識教育網站，其中25所大學是以全人教育為通識教育理念，然後以網站資料比較完整的14所大學為分析對象。研究結果顯示，有些大學以德智體群美的五育均衡健全發展來呈現其全人教育內涵，有些是以多元發展來解釋，也有些強調專業與通識平衡為全人教育理念，而這些大學的通識課程規畫似乎只流於人文、社會、自然此三種寬鬆的學科分類而已。受基督宗教影響辦學的大學，較能闡明該校全人教育理念，並較能落實在通識教育課程的規畫。無基督宗教辦學背景的一般大學，避免使用「聖」、「靈」、「天」（指宗教意涵的上帝）的概念。以「自身的了解和發展，以及與他人、社會、自然之和諧關係」作為全人教育內涵的則是較少見，但這卻是本文認為比較妥切的定義，能夠含括近年來教育部推動的生命教育、永續發展、服務學習等計畫所欲達成的目標。

關鍵字

全人教育 ； 通識教育理念 ； 臺灣通識教育 ； 通識教育變遷

並列摘要

General education in Taiwan started to develop since the mid 1980s. At the time, it adopted the idea of liberal education from the Western world. In December 1999, the Ministry of Education proposed three important concepts- holistic education, friendly campus, and lifelong learning-as the new educational vision of the 21st century. Since then, the term holistic education has been widely used by many universities in Taiwan. This study aims to understand how holistic education is interpreted by the majority of universities as the idea of general education, and how it is presented in the G. E. curriculum design at each university. First of all, this study browsed the G. E. web pages of 49 comprehensive universities in Taiwan. It was found that 25 universities chose holistic education as the idea of G. E.. However, only 14 universities offer enough information online for a full analysis. The findings are as follow. The balance among 5 pillars (morality, intellectuality, physical strength, gregariousness, aesthetics), multiple development, as well as the balance between professional education and general education, are the 3 most popular interpretations. The universities with these interpretations are more likely to develop their G. E. courses in the 3 broad categories: humanities, social sciences, and natural science. In addition, the universities with Christian background are inclined to give a detailed explanation of their version of holistic education, and design their G. E. courses accordingly. The universities without Christian background obviously avoid the usage of terms such as holy, spirit, and God, to describe their holistic education. Few universities interpret holistic education as ＂self-understanding and development, individual relationships with other people, the environment, and the universe＂. This particular interpretation is considered by this study as a more appropriate definition of holistic education, because it fits better with the goals promoted by many recent projects by the Ministry of Education in Taiwan, such as the life education, sustainable development, and service learning.

並列關鍵字

holistic education ； idea of general education ； general education of Taiwan ； change of general education

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