那株紅杏不出牆？開放教育的誘惑與陷阱

Bewitchment by Ideology? The Temptation and Pitfall of Open Education in Taiwan

余安邦(An-Bang Yu)

《應用心理研究》 11期 (2001/09) Pp. 175-212

摘要

考察台灣教育史的發展過程，有關開放教育的論述，始終停留在理念的陳述、口號的宣揚、課程之規劃、教案之設計、及教學活動之實施的層次，而未能進行反身性探問，從而缺乏結構性的檢討、理論性的扎根、哲學性的思辯、歷史性的反省、及超越性的轉化。首先，本文將開放教育在台灣之論述的歷史發展，做一番詳盡的評述。接著，以大台北地區三種（所）幼稚園為例，闡述它們在課程與教學方面的特色，指出它們可能的盲點與迷失，並駁斥它們所主張的「以兒童為中心、為本位、為主體」的謬誤與神話。再者，本文續從教育哲學的角度，論析台灣標榜所謂開放（式）教育者關於知識論之省思的迴避與匱乏。最後，本文論述開放教育在台灣社會根本的結構性癥結，以及國家權力及官僚政治對開放教育的宰制。開放教育的本土性意涵與實踐，必須放置在本土教育哲學，尤其是知識論的範疇加以思考，方能開顯其文化脈絡性與歷史性；從而開放教育的展望與前景，乃在哲理論述與社會實踐的過程中成就其自身，「留白」變成是成就其自身的一種可能的探問與指引。

關鍵字

開放教育 ； 幼兒教育 ； 教育哲學 ； 知識論 ； 九年一貫課程

並列摘要

Our review of the development of the Taiwan's education history shows the followings: the discourses on ”open education” have been limited to descriptions of concepts, declarations of slogans, plannings of curricula, designs of teaching projects, and instructional activities. Furthermore, they are in lack of reflexive investigation; in consequence, structural evaluation, theoretical grounding, philosophical thinking, historical reflexion, and transcendental transformation are all absent. Firstly, this article discusses in detail the historical development of ”open education” discourses in Taiwan. It then analyses the characteristics of curriculum and teaching in three types of kindergarten, pointing out their blindspots and missing points, and concluding that their assertion of being ”children-centered” or ”children-oriented” is only a fallacy and myth. Secondly, from the viewpoint of the philosophy of education, we maintain that the proponents lack and even avoid the in-depth epistemological thinking concerning ”open education”. Finally, we describe the fundamental social-structural conundrums of ”open education”, and the hegemony of ”open education” by the state power and bureaucratic politics in Taiwanese society. We propose that the indigenous implications and practice of ”open education” must be situated within the critical and dialectical thinking in the context of epistemology; only thus can its cultural grounding and historicity be made clear. ”Open education” can be articulated in detail and succeed on its own through the on-going processes of philosophical discourses and social practice. ”Bracketing” should probably become a search light and directing force for the fulfillment of ”open education” in Taiwan.

並列關鍵字

open education ； children education ； philosophy of education ； epistemology ； nine-year continual curricula