Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/19064
Title: 後現代思潮衝擊下的教育研究
Other Titles: Educational Reseraches in Postmodern Condition
Authors: 周珮儀
Issue Date: Jun-1997
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 本研究旨在研究後現代思潮對教育研究的影響,內容分為三部分:首先,敘述以理性為核心的現代性和現代化的發展過程,分析其在當前的時代所遭遇的困境以及後現代思潮興起的背景,繼而闡述現代與後現代之間的延續與斷裂。其次,簡介五位重要的後現代思想的代表人物:Lyotard、Derrida、Rorty、Baudrillard、Foucault等人的思想,從中尋繹後現代思潮的特色。第三,從形上學、認識論和方法論三個層面探討後現代思潮對教育研究的影響。最後結論指出;後現代對教育研究的影響可說是破多於立,而後現代理論的希望,在於和當代各種理論與思潮,產生更深更頻仍的交流與對話,這也是教育研究者在運用後現代理論時必須注意的事項。
The major purpose of this paper is to explore educational researches in postmodern condition. First of all, the study examines the development of modernity and modernization, probing into their crisis and explaining the background of emerging postmodernism. The second part of this study explains the main position of five representatives of postmodernists:Lyotard, Derrida, Rorty, Baudrillard and Foucault. Finally, in three aspects of metaphsics, epistemology and methodology, this study analysis how educational researches adjust under the positive and negative influences of postmodernism. In concluding remarks, this paper maintains that postmodernism opens a field of vision for educational researches, but it seems to destroy old theories and methods rather than to build new ones. To be a mature study, postmodernism need more exchange with other studies.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/19064
Other Identifiers: ABF9194A-D66F-AE2B-2883-57B7BDAB3919
Appears in Collections:教育研究集刊

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