Amy Gutmann審議式民主理論及其在臺灣教育改革/政策之應用

Abstract

本論文旨在探究美國政治哲學家Amy Gutmann的審議式民主理論，並以此檢視、分析臺灣自1994年到2003年的教育改革，以及2003年到2014年的十二年國民基本教育政策。研究者發現這兩波教育改革的共通問題在於教育權威的失落，以及忽視教育的政治性價值。透過探討Gutmann的審議式民主概念以及對教育權威的論證，可以協助於我們釐清教育改革中的權力關係與政治分歧的狀況，進而解決教育分配的問題。此外，Gutmann的民主教育理論也闡釋了教育與政治的關係；透過民主的、公民的教育，可以培養孩子審議的能力，並「有意識地再製」民主的共同體，而這也是教育改革應該重視的目標之一。This thesis is aimed to explore American political philosopher, Amy Gutmann’s theory of democratic education, and look into the educational reforms during 1994-2003 in Taiwan, and the policy of 12-year compulsory education from 2003 to 2014. The study found that losing educational authority and ignoring political values of education are the common problems for the educational reforms (1994-2003) and the policy of 12-year compulsory education (2013-2014); therefore, investigating Gutmann’s study in deliberative democracy and educational authority can help us to clarify relations of power, and the appearance of political dissagement in educational reforms ; furthermore, it can help us to solve the problem about distribution of unfair education resources. Besides, the theory of democratic education interpretation of Amy Gutmann of relations between education and politics. Through democratic education and civic education, we can cultivate deliberative skill and character to children, and conscious social reproduct the democratic communities, since this is one of the most important aims to educational reform.