教師自由與學校民主：論楊格夫人之教師角色觀及其實踐經驗

Abstract

本研究旨在探討美國教育史上首位女性芝加哥教育局長暨全國教育協會（NEA）史上首位女性主席，同時亦曾被哲學巨擘杜威稱作最具處理學校事務智慧的楊格夫人（Mrs. E. F. Young, 1845-1918）之生平資歷、教師角色觀點內涵與特色、及其實踐經驗，並期盼藉此同時提升楊格夫人在臺灣學術界上的能見度。

本研究因牽涉其人其事的介紹、教育史事的回溯與探討、以及思想內涵的析論，因此，初步運用「傳記研究」、「教育史研究」、和「文本詮釋」等研究方法的概念，惟具體使用的研究方法仍以文件分析法為主，涵蓋傳記資料、歷史資料、芝加哥教育局檔案、楊格夫人出版或發表之著作等類的文件。

本研究全文共分六章：第一章緒論；第二章談述楊格夫人的生平背景與其交友狀況；第三章透過一、二手文獻的閱讀，微探楊格夫人的教師角色觀點；第四章從實踐層次考察楊格夫人教師角色觀之落實概況；第五章再根據二至四章的研究發現，得出相關啟示；第六章則為全文結論。

本研究結論歸納如下：

一、楊格夫人為進步主義教育時期富含社會改革理想的教育家。 二、楊格夫人的教師角色觀點明顯帶有批判時弊的意味。 三、楊格夫人教師角色觀之實踐為落實民主社會的重要一環。 四、楊格夫人教師角色觀及實踐經驗對當前臺灣教育實具參考價值。The main purposes of this thesis are to explore Mrs. Ella Flagg Young’s views of teachers’ roles and her practicing experiences in the Progressive Era. She was the first feminine superintendent of Chicago’s schools. She was also the first woman to head a large city school system and the first feminine president of the National Education Association in American history of education. Additionally, J. Dewey regarded her as “the wisest person in school matters. ” This thesis also discusses and analyzes Mrs. Young’s life background, educational career, and her associates. Most of all, the author simultaneously hopes to celebrate the extraordinary life of this educational leader who has not yet been appropriately recognized in Taiwan’s academic circle.

The research technique of this thesis is document-analytic method primarily-- including biographical datum, relative historic information, files on Chicago Board of Education, and Mrs. Young’s writings.

This thesis is divided into six chapters. The first chapter is introduction; the second chapter describes Mrs. Young's whole life and her associates; the third chapter explores Mrs. Young's views of teachers’ roles through reading first-hand and second-hand literature; the fourth chapter analyzes Mrs. Young’s practicing experiences of her views through reviewing her educational career; the fifth chapter is based on the research discoveries from the second to the fourth chapter to obtain the related inspiration; and the sixth chapter is conclusion.

The conclusions of this thesis are as follows:

First, Mrs. Young was a progressive educator that had pursued democracy through social reforms. Second, Mrs. Young's views of teachers’ roles obviously responded to the evils of her age. Third, Mrs. Young's practicing experiences of her views were important key to realizing a democratic society. Fourth, Mrs. Young’s views and practicing experiences are very valuable to current Taiwanese education.