舒茲的現象社會學及其教育蘊義之研究

A Study of Alfred Schutz's Phenomenological Sociology and Its Implications for Education

郭諭陵(Yu-Ling Guo)

指導教授 ： 陳奎喜博士 ； 張建成博士

國立臺灣師範大學/教育學院/教育學系/博士(2001年)

摘要

舒茲(Alfred Schutz,1899∼1959)是20世紀最具代表性的社會思想家之一；他巧妙地結合E.Husserl的現象學和M. Weber的理解社會學，形成獨具一格的理論風貌──現象社會學。本研究旨在闡明舒茲現象社會學的思想淵源、主要內涵、得失長短及其在教育上的意涵。首先，釐清舒茲現象社會學之思想淵源，包括哲學淵源、社會學與心理學淵源，期能發現舒茲心智脈絡之所由生；其次，闡述舒茲現象社會學之主要內涵，包括科學社會學、知識庫、知識社會學、多重實體等四部分，期能掌握舒茲思想之精義；復次，論述舒茲現象社會學之特色與優點、貢獻與影響、問題與缺失，以彰顯舒茲思想之正負面評價；最後，深究舒茲現象社會學在教育上所彰顯的意義，以揭露舒茲思想在教育方面之適用性或價值性。
本研究的重要發現如下：
一、舒茲的思想淵源，主要可從E. Husserl和M. Weber等人的思想看出端倪。
二、舒茲認為科學研究法的精髓，在於秉持科學態度，去進行科學建構。
三、舒茲認為社會科學與自然科學的研究法，有同有異；社會科學之特殊研究策略為「理解」的方法。
四、舒茲對於知識庫的論述重點，包括知識庫的靜態分析與動態分析。
五、舒茲知識社會學的內涵，包括觀點相互性的一般論題、知識的社會起源、知識的社會分配等三項。
六、舒茲認為社會實體乃是多重實體，每個實體都具特殊的認知型態，且日常生活實體乃是基本實體。
七、舒茲的現象社會學頗具特色。
八、舒茲對社會科學的貢獻相當卓著。
九、舒茲思想的問題與缺失，主要可從舒茲對科學社會學、多重實體概念的論述部分，以及後人對舒茲思想的詮釋紛歧等三方面來掌握。
十、舒茲現象社會學的教育意涵非常豐富。

關鍵字

舒茲 ； 現象社會學 ； 教育

並列摘要

Alfred Schutz (1899~1959) was one of the typical figures of sociologists in twentieth century. He combined properly E. Husserl’s Phenomenology with M. Weber’s sociology of understanding and made it become a unique theory – phenomenological sociology. The main purpose of this study is to inquire the origin of Schutz’s thought , main content, strong and weak points of Schutz’s phenomenological sociology, and the educational meanings implicated in it. Firstly, it is to clarify the origin of Schutz’s phenomenological sociology, including philosophical origin , sociological and psychological origin, and so we may understand how his thought and its context engendered; secondly, it is to explain the main content of phenomenological sociology, including sociology of science, stock of knowledge, sociology of knowledge, and multiple realities, for grasping the essence of Schutz’s thought; thirdly, it is to discuss the distinguishing features and good points, contribution and influence, and its problem and weakness of Schutz’s phenomenological sociology, so to manifest the positive and negative evaluation; lastly, it is to interpret the educational meanings implicated in Schutz’s phenomenological sociology, for revealing the applicability and value of Schutz’s thought in education.
The important findings of this study are as follows:
1.The origin of Schutz’s thought can be found mainly from the thought of E. Husserl and M. Weber.
2.The essence of scientific research method,according to Schutz, is to take scientific attitude to make scientific construction.
3.For Schutz, the research methods of the social sciences and the natural sciences have similarities and differences; the special methodological strategy of the social sciences is “understanding”.
4.Schutz’s important description about stock of knowledge includes static analysis and dynamic analysis for stock of knowledge.
5.Schutz’s sociology of knowledge includes the general thesis of the reciprocity of perspectives, the social origin of knowledge , and the social distribution of knowledge.
6.According to Schutz, the social reality is multiple realities, each reality has a particular cognitive style, and the reality of everyday life is the paramount reality.
7.Schutz’s phenomenological sociology is distinctive in its nature.
8.Schutz’s contribution to the social sciences is remarkable.
9.The problem and weakness of Schutz’s thought can be grasped mainly from the part of Schutz’s description of sociology of science, conception of multiple realities, and the different interpretations to Schutz’s thought.
10.Schutz’s phenomenological sociology implicates lots of educational meanings.

並列關鍵字

Alfred Schutz ； phenomenological sociology ； education