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Title: 斯泰納人智學教育學之探究
Other Titles: Inquiry into Rudolf Steiner's Anthroposophical Pedagogy
Authors: 梁福鎮
Issue Date: Mar-2008
Publisher: 教育研究與評鑑中心
Center for Educational Research and Evaluation
Abstract: 本文採用教育詮釋學方法,對斯泰納的人智學教育學進行探討,主要的研究目的有下列幾項:1.探討斯泰納人智學教育學的思想淵源;2.分析斯泰納人智學教育學的主要內涵;3.評價斯泰納人智學教育學的優劣得失;4.說明斯泰納人智學教育學對我國教育學術的重要啟示。斯泰納主張教育的目的是在培養一個身、心、靈和諧發展,達到善、美、真的理想,懂得感謝、具有愛和自由的人。教師必須配合學生的身體、心靈和精神的發展來進行教育的活動,使兒童的精神心靈能夠達到獨立自主。人類的教育可以分為出生到換牙期、換牙後到青春期、青春期到青年期三個階段,教師必須配合學生的發展,應用各種教學方法來進行週期教學、小班教學和個別指導,促進學生身、心、靈的和諧發展。主張教師必須具備基本道德,擁有想像力,充實醫學知識,履行教育責任,瞭解學生的性格,對真實的感覺和對學生的愛,才能勝任教師的角色,做好學校教育的工作。研究者希望經由斯泰納人智學教育學的探究,暸解其學說的優點與缺點,提供我國做為建立教育理論和改善教育實際的參考。
This article adapts the method of educational hermeneutics to discuss Rudolf Steiner’s anthroposophical pedagogy. Main research aims of this article as following: (1) to discuss the origin of Steiner’s anthroposophical pedagogy; (2) to analyze theoretical contents of Steiner’s anthroposophical pedagogy; (3) to evaluate the advantages and disadvantages of Steiner’s anthroposophical pedagogy; (4) to explain the important implications of Steiner’s anthroposophical pedagogy for Taiwan’s educational theory and practice. Steiner claims that aims of education are to cultivate a man who not only harmonic development of body, soul and spirit, but also a man with thankfulness, love, freedom and than to reach the ideal of good, beauty and truth. Teacher must match the development of student’s body, soul and spirit to engage educational activities. He must make their spirit and soul to achieve the goal of independence. The education of human being can divide into three stages: from birth to change teeth, from change teeth to adolescence and from adolescence to youth. Teacher must match student’s development with any methods to apply circle instruction, small class teaching and individual direction, in order to enhance harmonic development of student’s body, soul and spirit in these stages. Teacher must has basic morals, imagination and medical knowledge, to fulfill educational responsibility, to understand student’s character, to feel the reality and to love students, than teacher can fit his role and do his job well in school. I hope through inquiry into Steiner’s anthroposophical pedagogy to understand advantages and disadvantages about his theory. Than, I will offer it as reference, in order to build educational theory and to improve educational practice for our country.
Other Identifiers: 4DC7C28E-04F1-9579-A01E-6E30DC907FAB
Appears in Collections:當代教育研究

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