分析的教育哲学解决了什么教育议题

简成熙

doi:10.16382/j.cnki.1000-5560.2018.02.010

分析的教育哲学解决了什么教育议题

doi: 10.16382/j.cnki.1000-5560.2018.02.010

简成熙

台湾屏东大学教育行政研究所, 台湾屏东 90003

有关皮德思的介绍很多，篇幅所限，在此无法列出其众多原著，可以参考简成熙(2015b)。除了《伦理学与教育》外，《心理学与伦理发展》堪称皮德思整合心理学、伦理学探讨德育之佳作。皮德思亦曾慨叹，该书篇幅过多，教育工作者未有耐心阅读，引以为憾。1981年该书有关德育部分，另行抽印成《道德发展与道德教育》，由邬冬星译出(浙江教育出版社，2000)，应也是大陆少数的皮德思著作译本。《伦理学与教育》已由简成熙译出，2017年在台湾联经出版社出版。
Hirst, P. H. & White, J. (eds).(1998).Philosophy of education : Major themes in the analytic tradition. London : Routledge.该书共四巨册，收录了英美教育分析最重要之文献，是读者最好的指引。林逢祺、洪仁进曾网罗台湾多位学者具体导读此四册，分别以《教育哲学评述》《教育与人类发展：教育哲学评述(二)》《民主社会中的教育正义：教育哲学评述(三)》《课程与教学哲学：教育哲学评述(四)》为名，由师大书苑出版，有兴趣者，可兹参考。
台湾地区1949年以后教育哲学之发展承袭20世纪20、30年代的传统，当然不限于分析哲学，另有欧陆之遗绪。可参考简成熙(2015a)，前三章。但1970年代后分析是鲜明的特色，殆无疑问。
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- 刊出日期: 2018-03-20

What Educational Issues has the Analytic Philosophy of Education Resolved

CHIEN Cheng-Hsi

Graduate Institute of Educational Administration, National Pingtung University, Taiwan 90003, China

摘要

摘要: 20世纪60年代，分析的教育哲学同时在英美异军突起，不仅在方法论上提升了教育哲学的学术性，也具体形塑了以理性为基础的自由主义教育观，一度成为西方战后的主流教育思想。对此，海峡两岸已经有许多学者进行了阐释。本文希望能直入其中，借此引出重要的学术议题和成果，使华人世界更能领略其学术主张内涵。作者认为教育分析前期的基本主张，包括厘清教育理论之实践性质、坚持教育之内在价值、自主性的教育目的、重视知识形式的教育内容、理性教育方法涉及的课程、教学、道德教育等方面；教育分析后期对教育政策争议的哲学探讨，也有许多原创性的贡献。教育分析哲学近年来当然也免不了受到诸如多元文化、女性主义、欧陆后现代、后结构主义及马克思批判教育学之批评，在吸纳之余，它依然保持其竞争性之活力并持续发挥影响力。华人世界若能进一步梳理当年分析典范之众文献，将能扩大吾人视野，提升教育哲学学术及指引实践之双重目的。
- 教育哲学 /
- 分析哲学 /
- 分析的教育哲学 /
- 伦敦路线
Abstract: Philosophy of education, influenced by analytic philosophy, experienced a revolution in the 1960s in English-speaking world. Philosophers like Peters, Hirst and Scheffler promoted analytic philosophy of education as a mainstream academic discipline. The author argues that the topics of analytic paradigm in early times, such as practical nature of educational theory, autonomy as aim in education, have implications for the Chinese world. So do the liberal spirit of educational policies concerning political philosophy in later period, advocated by analytic philosophers of education. However, analytic philosophy of education has been criticized by multiculturalism, feminism, postmodernism and post-structuralism. The author holds that analyt-ic paradigm still remains a competitive and influential approach. It's suggested that by investigating numerous literature of analytic paradigm, the Chinese world can expand their horizons, promote the academic level of philosophy of education and inform educational practices.
- philosophy of education /
- analytic philosophy /
- analytic philosophy of education /
- London Line
注释:

1) 有关皮德思的介绍很多，篇幅所限，在此无法列出其众多原著，可以参考简成熙(2015b)。除了《伦理学与教育》外，《心理学与伦理发展》堪称皮德思整合心理学、伦理学探讨德育之佳作。皮德思亦曾慨叹，该书篇幅过多，教育工作者未有耐心阅读，引以为憾。1981年该书有关德育部分，另行抽印成《道德发展与道德教育》，由邬冬星译出(浙江教育出版社，2000)，应也是大陆少数的皮德思著作译本。《伦理学与教育》已由简成熙译出，2017年在台湾联经出版社出版。

2) Hirst, P. H. & White, J. (eds).(1998).Philosophy of education : Major themes in the analytic tradition. London : Routledge.该书共四巨册，收录了英美教育分析最重要之文献，是读者最好的指引。林逢祺、洪仁进曾网罗台湾多位学者具体导读此四册，分别以《教育哲学评述》《教育与人类发展：教育哲学评述(二)》《民主社会中的教育正义：教育哲学评述(三)》《课程与教学哲学：教育哲学评述(四)》为名，由师大书苑出版，有兴趣者，可兹参考。

3) 台湾地区1949年以后教育哲学之发展承袭20世纪20、30年代的传统，当然不限于分析哲学，另有欧陆之遗绪。可参考简成熙(2015a)，前三章。但1970年代后分析是鲜明的特色，殆无疑问。

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