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|Other Titles:||Odyssey of Rationality, Act of Life and Fate of Subjectivity--Historical Development of Man's Self-Image and the Perspective of Educational Reform|
Department od Education, NTNU
This paper addresses itself to the historical development of man's self-image and implications for educational reform.“Man is animal rationale” has been the canonical definition of humanity in the western world since the time when ancient Greek philosophy broke through the mythical way of thinking. However, the rise and fall of rationality in the development of humanity is like the journey of Odyssey full of danger as well as bright perspective. Rationality experienced a gloomy phase in the Medieval Age when the religious authority dominated all the spheres of human life. As the Enlightenment philosophers adopted an optimistic attitude toward rationality, there also arose a pessimistic philosophy of will which deemed man as poor creature controlled by blind desire. Which one is the main force of the human life, rationality? Desire? Well? Feeling? Or the whole spirit? That is the focus of debates of the history of western thought. The different answers to this question had led to different proposals of educational reform. The“modernization movement”succeeded basically the optimistic stance toward rationality of the Enlightenment. Special emphasis is put on the side of calculation and efficient control of rationality in the movement of modernization with the consequence of destroying humanity by suppressing man's inner nature. It is the facing up to the self-indulged cul-de-sac of technocratic rationality of modernity that is evoked by the idea of postmodernity which reverses to the order extreme to negate completely rationality. Confronted with the tensions of modern rationality-monopoly and postmodern irrational“anything goes”,“respect for professionality” should become the motto of educational reform. Only the professionals can devise a far-sighted educational reform scheme full of humanistic tine that permits the realization of authentic, autonomous person.
|Appears in Collections:||教育研究所集刊|
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