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| 題名: | 民主轉型以來我國學校公民教育的理論典範探析
Analysis of the Paradigms of Civic Education in Schools in Taiwan after Democratic Transition |
| 作者: | 莊富源 |
| 貢獻者: | 公共事務與公民教育學系 |
| 關鍵詞: | 民主轉型;典範遞移;公民資格論;科際整合型;公民社會型
Democratic transition;Paradigm transmit;Citizenships;Interdisciplinary integration model;Civil society model |
| 日期: | 2012-06
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| 上傳時間: | 2015-03-03T03:47:07Z
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| 出版者: | 國家教育研究院 |
| 摘要: | 在我國，自1990年代民主轉型以來，學校公民教育的理論典範模式，包括公民資格的概念論述、以及學科教育的課程內涵等，亦隨著國家與社會互動關係的改變，發生結構性的遞移現象。首先，在公民資格的概念論述方面，主要係從威權統治時期公民共和主義者追求「公善」（亦即「共善政治」的形式）或自由主義者強調「個人權利」至上的觀點，遞移到當前民主深化時期以社群主義論者主張的「構成式生命共同體」與多元文化論者崇尚的「肯認多元文化及差異」為公民主體價值及德行的主流思潮。其次，在公民生活所涉國家與社會的互動關係方面，則是從過去威權統治時期以國家優位宰制的「國家的公民教育」，遞移到現在民主深化時期以闡揚公民社會理念為主的「社會的公民教育」。最後，在公民的學科教育方面，更是從早期以「培養理想而標準的好公民」為課程目標的科際整合型的公民教育，遞移到目前以「建構理想而完善的公民社會」為教育理念的公民社會型公民教育。
然而，儘管這些典範遞移的本身並未完全出現一種「非彼即此」的「不可共量性」；但在整個學校公民教育理論體系的典範建構上，無形中卻已體現出一種「典範聯結」的層次共構關係，並循由光譜分類的位標遞移方式，使得典範層次間的變化，因而更加一目瞭然。準此，本文擬以上述此一規範性的理論典範模式為論述基礎，深入進行命題假設的檢視與探析。文中將先闡述並比較四種公民資格論的精義，及其對我國學校公民教育可能產生的指引作用；其次，針對國家的公民教育與社會的公民教育做概念性的界定與鋪陳；接著，則以課程內涵建構的角度，簡介並評述從科際整合型到公民社會型公民教育學遞移過程中表現出的學科教育意涵。文末，再以「典範聯結」的層次共構關係模式做為總結，藉以勾勒並突顯民主轉型以來，我國學校公民教育有關理論典範建構上的特色。
Since 1990s, our nation has been in democratic transition. The paradigms of our civic education in schools, including the concepts of citizenships, the content of civic education courses and so on, have been structural affected by the change of the relationship between our nation and society.
First of all, the concepts of citizenships have been transited from the aspects of "common good" in civil republicanism or supreme "personal rights" in liberalism to "community" in communitarianism and "recognize of multiple cultures and their differences" in multiculturalism, which are the
mainstream philosophies of civil value and virtue. Secondly, the focus of interaction between nation and society involving in civil life was "national civic education" in authoritarian period when nation is the top priority, and now the focus has become "social civic education" in modern deepening period when philosophy of civil society is propagated. Finally, the civic education in schools in the early time was the interdisciplinary integration model that targeted "to train students to be ideal and standard citizens", and now it changes to the civil society model that aims "to construct an ideal and perfect civil society".
Although the paradigms in the transiton aren't totally "incommensurable" or incomparable with one another, the paradigms of civic education has been co-constructed layer by layer as a 'paradigm complex" and the alteration between layers is clear like the spectrum shift. Hence, based on the paradigms mentioned above, this essay is mainly about the analysis and discussion of the paradigms through premises and propositions. In the essay, I first define national civic education and social civic education. Then, four concepts of citizenships and their potential functions are stated and compared to conduct our civic education in schools. Next, I introduce and comment on the content of civic education transited from interdisciplinary integration model to civil society model from constructing aspect. In the end, by concluding with the "paradigm connection", the essay depicts and stresses the characteristics of related paradigms of our civic education after democratic transition. |
| 關聯: | 「2010年永續教育發展─創新與實踐」國際學術研討會─教育制度及政策論文專輯, : 41-63 |
| 顯示於類別: | [公共事務與公民教育學系] 專書
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