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Title: 後現代學校行政倫理及其兩難困境之解決
Other Titles: Postmodern Ethics in School Administration and the Resolution for Its Dilemma
Authors: 黃乃熒
Issue Date: Sep-2004
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 本文旨在討論後現代學校行政倫理及其兩難困境之解決。後現代學校行政倫理強調實體的不明確性、異質立場的並行、個體的自主性及對他人的關懷,藉以提昇合理的權力關係。由於後現代學校行政倫理能夠回應教育改革的需求,以及補充當代學校行政運作觀點的不足,因此探索後現代學校行政倫理,益形重要。除此之外,後現代學校行政倫理對學校組織運作有積極功能,包括促進學校組織成員的專業實踐、提昇學校組織的績效、促進學校組織變革的成功及提昇學校組織成員的生活品質。但是後現代學校行政倫理是一把刀的兩刃,會出現兩難困境,原因在於它容易出現無反省性、無限擴大自我欲望、不願意真誠合作及推卸責任等行為,來破壞後現代學校行政倫理的理想功能。為了提昇後現代學校行政倫理的理想功能,本文也提出解決後現代學校行政倫理兩難困境的策略,包括展示理解的行動、進行對話、進行協商、提昇自我效力、運用轉型領導、及展現愛心。
This article discusses postmodern ethics in school administration as well as the strategies for resolving dilemma it faced. Postmodern ethics for school administration features uncertainty of reality, heterogeneity, individual autonomy, and caring for others. Postmodern ethics may function as an important mechanism that facilitates profession praxis of school members, increases school organizational accountability, promotes school organizational change, and raises the life quality of school members. However, some dysfunctions arise when applying it to school administration practice. School members may refuse to reflect on themselves, extend their own desires infinitely, resist cooperating with others sincerely, and become reluctant in taking responsibilities. All of these inevitably lead to the dysfunctions of postmodern ethics and create ethical dilemmas. Strategies for solving the dilemmas include showing understanding and love toward others, continuous dialogue and negotiation with others, increasing self-efficacy of school members, and applying transformational leadership.
Other Identifiers: 0B9E6DFD-47D3-05AF-C652-6EAE5BE2E2F1
Appears in Collections:教育研究集刊

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