師大學報
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Item 論道德問題與教育(國立臺灣師範大學研究發展處, 1978-06-??) 高廣孚Item 論自由與教育(國立臺灣師範大學研究發展處, 1990-06-??) 徐宗林教育為個人社會化的過程，因此，教育所屬的層面，除了個人的身心二個層面外，社會的層面對教育的影響至深且鉅。在教育日益成為社會的一項制度之後，教育在組織性活動的互動下，難免會受制於社會的制度。因此，當一個社會制度影響到個人的自由時，自由的呼聲就大受人們的重視。 近來國內政治開放風氣的帶動下，使經濟、文化、教育的自由化為之加快了速度。面對此一快速的社會變遷，教育與自由的關係，究應如何維持？遂為教育人員所關注的一項問題。本文利用文獻分析方法，對自由的相關問題，諸如：自由的需要、自由的類別、自由意志等，均有所探討。為期明瞭自由與教育的關係，隨後又對自由與能力、自由與選擇、自由與責任、自由與規範及自由與人文加以研討。不過，在研析此類問題時，皆以教育為探索的領域，其目的即在了解如何利用教育對這些問題加以探討，並試圖陳述教育所能盡力之處為何？相信在瞭解了自由與教育的關連性後，教育工作者當不致於在教育實施上，濫用自由或誤用自由。Item 西方自然主義教育思想之研究(國立臺灣師範大學研究發展處, 1986-06-??) 徐宗林From historical points of view Naturalism has greatly influenced Western education both in the aspect of educational theory and educational practice. In the past the Naturalis-tic educators discovered that in the affairs of man's education man is a part of nature and he cannot separate himself from it. Like other life forms rnan is a growing being affected by biological rules and natural laws. Thus the education of man should follow the path of natural development, not the customs of human society. Education is a process of natural development from within. It is incorrect to consider that education is a process of formation from without. In regard to the practice of education, Naturalism has strongly emphasized the value of early education of children. The Naturalist also regards children as independent individuals. Freedom, activity, growth and experience are the watch-words of the Naturalis-tic educators. Therefore, that the child-centered education movement and the progressive education movement in the United States of America have been derived frqm Naturalism is accepted by most educational historians in the Western World. This study tries to concentrate on the following aspects: the main suggestions of Naturalism in regard to man's position in the kingdom of nature and his relation to nature, the educational principles of Naturalism, the ideas of Naturalistic teachers, the contributions of the Naturalistic educators of the West, and a brief conclusiItem 清末民初軍國民教育思潮(國立臺灣師範大學研究發展處, 1984-06-??) 瞿立鶴軍國民教育，為本諸「文武合一，德術兼備」觀念，欲藉教育歷程，培養國民具有軍人知識、技能、習慣、態度、理想與情操，用以愛護民族，效忠國家。內抗專制，外禦強敵，以求民族統一，國家獨立之謂也。清末民初軍國民教育，為學者專家在民族主義教育思潮下，所提倡出之保國衛民的教育主張。綜觀其遞嬗演變，約可分為三類：一、學堂尚武教育思潮學堂尚武教育，為新式學校中，增列兵式體操、及體育競技科目，培養尚武精神，以除從前文弱書生之積習。用以強身衛國。此類教育思想，起自光緒二十年左右，至光緒二十七年前後為止。二、全民皆兵教育思潮全民皆兵教育，為全體國民藉教育歷程，培養健康身體，尚武精神，愛國觀念，平時各務其業，戰時保國衛民。此類思想，起自光緒二十八年左右，至民國七年前後止。三、學校軍事訓練教育思潮學校軍訓教育，為學校增列軍事訓練課程，欲藉教育歷程，培養文武兼備，德術兼修，負起保國衛民責任。此類教育思想起自民國八年左右，至民國十八年前後止。Item 馬瑞坦教育思想研究(國立臺灣師範大學研究發展處, 1989-06-??) 徐宗林馬瑞坦(Jacques Maritain 1882-1964)生於法國；大學前之教育，亦在法國完成。他曾至德國進修研究；之後歸化於美國，為當代美國天主教教育哲學家，亦為教會中鼓吹新多瑪斯哲學思想，並推行人文教育思想之學者。氏對近代教育理論與實施，因受唯物主義、功利主義、實用主義及科學至上論的影響，使教育活動失去了方向性、目的性及意義性，因而導致教育走向盲動的狀態。再由於這些思想結構的影響，以至於人對自己的評析，失去了傳統思想中對人的尊重，從而蒙蔽在物質層面，喪失了對人精神能力的肯定。影響所及，教育活動中，個人地位為之沒落，方法為之失誤、教材為之不當，問題重重，亟待解決。晚近，從教育的失誤，因而引發了當代文明的危機。馬瑞坦也是一位企求透過教育，來扶正人類文明發展上失調的教育思想家。一種培育來日適宜的「人」，以解救人類文化的危機乃是他對教育所作的深切期盼。Item 人文主義教育思想之研究(國立臺灣師範大學研究發展處, 1985-06-??) 徐宗林This is a study concerning humanistic education in the West from a historical point of view. It contains mainly three parts. In the first part of this study the histori-cal background, meanings and fundamental themes of humanism are observed in details. The second part of this study contains humanists' educational ideals, contents and methods. Later the relationship between teachers and humanism is discussed. Then some humanist educators are introduced from the period of the Renaissance to the present time. In the last part an evaluation of humanistic education is presented.Item 論平等與教育(國立臺灣師範大學研究發展處, 1991-06-??) 徐宗林平等是現代社會追求的一種理想。人們期望生活在一個和諧，有秩序，互相尊重的社會環境裡；人人皆能立足於平等的出發點，公平地各盡一己的能力，以獲致自己所欲實現的目的。顯然，一個不重視平等的社會，各人努力發展的出發點，就會有一些不平等的限制，其結果愈有可能造成社會的不平等現象。教育上重視平等的價值，已經為近代學者所承認。因此，為了探討平等與教育的相互關連，特就平等的涵義，平等與不平等，平等觀念的演進及平等與教有，諸如：平等與教育機會、個別差異、教育政策、課程、教學與教師方面之關連，各有所探討。教有平等的意義，由這些問題的商討中，似可以清理出一個較為明確的輪廓來。Item 美國民本主義教育思想研究(國立臺灣師範大學研究發展處, 1987-06-??) 徐宗林西方社會政治的理想是民主政治制度的實現。至其歷史的淵源，當可回溯至古希臘雅典城邦的民主政治經驗。然而，由於歷史的嬗變、社會文化的演進、雅典式的民主政治制度曾經為之中斷。一直要到十八世紀民主思想的浪潮，始再度出現於西方政治的舞台上，終於演變成為近世民主國家誕生的催化劑。 教育為政治理想實現的一種手段。從西方近代民主國家歷史上論，尤其是美國，美美以全民教育之推展，做為民主政治制度的磐石。故有識之士，未嘗忽略教育與民主密切之關係也。 本研究主為歷史研究方法之應用，以近代美國教育與民主思潮之結合為經，並以民主思潮之發軔為緯，探求民主思想之淵源、意義、條件、民主與教育的關係，民主思潮的哲學基礎及民本主義教育之思想。最後提出一結論作為本研究之結束。Item 西德教育行政制度之研究(國立臺灣師範大學研究發展處, 1981-06-??) 謝文全The purpose of this study is to examine the organization and function of educational admini-stration at each governmental level in the Federal Republic of Germany (West Germany).According to the West German Constitution (Basic Law), the Federal Ministry of Education and Science has the responsibility jointly with the land (or state), for the building and extension of universities, and for educational planning. The ministry also has the authority to formulate a general framework for higher education, for the advancement of scientific research, for student aid, for non-academic professional training and vocational guidance.Under the Constitution, the laender are for the most part responsible for educational matters. At the land level, the Ministry of Education and Cultural Affairs is the supreme authority for schools, higher and adult education, general artistic and cultural affairs, protection of monuments and historical sites and libraries. The ministry elaborates the guidelines of educational policy, issues legal and administrative provisions, maintains contacts with the supreme Federal and Land authorities, and has a supervisory function in relation to subordinate bodies, institutions and foundations. It is headed by the Minister of Education and Cultural Affairs, who is responsible to the parliament.Bellow the level of the land ministry, there is the district Council in the middle and then the local educational authority. The Laender operate this 3-tier system in different ways. Whereas in most Lander state educational administration takes the form of general public authorities below the level of the ministry of education (such as the county presidents' department) and the district Council, some have independent education authorities at the middle and lower level.In the West Germany, the primary and secondary schools are usually state or communal institutions, the teachers being civil servants of the Laender. The universities and other institutions of higher educItem 台北縣教育經費問題與改進之研究(國立臺灣師範大學研究發展處, 1985-06-??) 沈六This study attempts to provide principles and strategies for improving the pro-blems of the educational expenditure of Taipei County through three approaches, which are theoretical analysis, investigative research, and comparative analysis. The specific aims of the present study are: (1)to explore the main trends of educational development in advanced coun-tries in recent years. (2)to find out employable principles in the area of educational expenditure. (3)to investigate the present state of educational development in Taipei County. (4)to investigate and analyze the problems of the educational expenditure in Taipei County, and adopt desirable strategies to solve them. This study includes three aspects: firstly, the main trends of educational develop-ment in advanced countries in recent years; secondly, review of employable principles. The following main recommendations are presented as a reference basis for solving the problems of the educational expenditure in Taipei County: 1.A long-term educational investment plan based on the facts of mathematical analysis in the area of educational expenditure should be made in order to allo-cate fund and apply it effectively. 2.The central government or Taiwan provincial government should subsidize the government of Taipei County with planned specific fund in order to carry out compulsory education. 3.The tripartite government should equally share the personnel expenditure of compulsory education. 4.Both the central government and Taiwan provincial government should provide the fund for purchasing and obtaining the land in order to set up new schools and buildings. 5.The subsidiary scheme of Taiwan provincial government for increasing the ex-penditure of compulsory education in all counties should be revised. 6.The tuition should be used for certain specific purposes in elementary and se-condary schools. 7.A plan for setting up a new school in the suburban area should be put into prac-tice. 8.The system of educational loan sh