Please use this identifier to cite or link to this item:
|Title:||赫斯特[Paul H. Hirst]的博雅教育理論之價值評析|
|Abstract:||This paper aims at clarifying Paul Hirst's earlier ideas of liberaleducation and its axiological assumptions. There are four parts inthis paper: Firstly, an introduction to Hirst's professional career and his lifelong research themes. They are, inter alia: 1.relationship betweentheory and practice, 2.teacher education; 3.the nature of educational aims and objectives. From this, we can find out that owing toHirst's showing zeal for teaching, research and taking part in educational practical activities, he often debated with his critics and thengot an acute insight into the nature of education. Secondly, by giving the brief narration of Hirst's two far-reaching noted papers "Liberal Education and the Nature of knowledge" and "Forms ofknowledge revisited", we can demarcate the underpinning of Hirst'searlier liberal educational thought. Thirdly, in the light of Hirst'sassumptions, critics clearly pointed out the limitations of his thought.Fourthly, many critics with a hope of supplying an alternative toHirst's liberal education that is fundamentally epistemological, thought that appealing to the Aristotelian tradition is the best solution toHirst's problem of redefining liberal education in modern Philosophy. In fact. Hirst in the recent paper "Education, Knowledge and Practices"(1993) has revised his several original philosophical considerations and shifted from seeing education as primarily concerned withknowledge to social practices in spite of still holding different formsof theoretical knowledge to be distinguishable in terms of their logical features and truth criteria.|
|Appears in Collections:||教師著作|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.