Jürgen Schriewer的「比較－歷史」觀點及其在比較教育方法論之蘊義

Jürgen Schriewer's ＂Comparative-Historical＂ Perspective and It's Implication on Methodology of Comparative Education

陳仲翰(Chung-Han Chen)

《南台人文社會學報》 1期 (2009/05) Pp. 31-53

https://doi.org/10.29841/STUTJHSS.200905.0002

摘要

本文的問題意識為：在全球化的影響下，比較教育需要重新檢視其理論與方法論的發展，以避免比較教育學科中的認同危機。且理論與方法論的發展更有利於建立本土的教育研究，進一步有益於處理問題的反省與轉化。對此，德國比較教育學者Jürgen Schriewer基於Niklas Luhmann的功能結構論而提出了「比較－歷史」觀點回應此問題。基此，本文首先討論Luhmann影響Schriewer的幾項重要概念，其次分析Schriewer之「比較－歷史」觀點之面向與元素，最後指出此觀點對於比較教育方法論的四項可能啟發作結。

關鍵字

複雜性 ； 功能結構論 ； 比較－歷史觀點 ； 比較教育方法

並列摘要

The problem consciousness of the paper is: under the influence of globalization, comparative educators need to re-examine the development of its theory and methodology to avoid the identity crisis in the discipline. And the advantage on development of the theory and methodology is helping to set up the native educational research and avoid lacking to the introspection and transformation of the question. Germany comparative educational scholar Jürgen Schriewer introduces Niklas Luhmann's functional-structuralism to deal with and make a response to the condition in question. Based the discussion above, Firstly, the paper discusses that Luhmann's influences on Schriewer's concepts. Secondly, the paper analyses the dimensions and elements in Schriewer's ＂comparative-historical＂ perspective. And finally, the paper points out four implications on methodology of comparative education.

並列關鍵字

complexity ； functional-structuralism ； comparative-historical perspective ； methodology of comparative education