從他鄉到她鄉～吉爾曼（C. P. Gilman）教育思想之研究
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2006
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Abstract
吉爾曼（Charlotte Perkins Gilman, 1860-1935）為活躍於第一波婦女運動時期的女性教育思想家。在其著名小說《她鄉》中，吉爾曼除了揭露當時社會習以為常的性別刻板印象外，更提出以母職為中心的教育哲學思想。基於以女性觀點從事教育理論探究的趨勢、及吉爾曼教育思想的獨特性與價值性，本研究旨在探討吉爾曼以母職為中心的社會理想，及以此理想為基礎而發展出的兒童教育主張與教育哲學觀。
本研究首先探究吉爾曼的生平及形塑其思想的時代背景，以瞭解影響吉爾曼思想形成的相關背景因素。其次，探討吉爾曼的社會哲學與女性主義思想，以作為進一步研究吉爾曼教育思想的理論基礎。第三，以吉爾曼的社會哲學與女性主義思想為基，深入瞭解吉爾曼的兒童教育主張及教育哲學觀。最後，分別以傳統教育思想史及女性主義的角度，為吉爾曼的教育思想作適當的定位與評論。
本研究的主要研究結果如下：首先，吉爾曼特別關注幼兒及兒童階段的教育，其中最主要的兒童教育主張為嬰孩花園與無意的學校教育；其次，吉爾曼的教育哲學觀可以三項教育隱喻說明，分別為「教育即社會滋養」、「教育即社會親緣」、以及「教育即社會母職」，藉由此三項教育隱喻的實踐，吉爾曼認為社會演進將因此邁向人性化的最終目標。
Charlotte Perkins Gilman(1860-1935) is one of the well-known feminist educationalists during the first women's movement in America. In her most famous novel, Herland, Gilman not only exposed the sex-role stereotype in her society, but also advocated the motherhood-centered philosophy of education . On the basis of the tendency to study educational theories from feminist standpoint and to emphasize the uniqueness and value of Gilman's theory of education, the main purposes of this thesis are to investigate Gilman's social philosophy of motherhood, and to study the assertions extended from her pedagogical theory concerning children. This thesis includes four parts. The first is to explore Gilman's life and the historical context of her thoughts. The second is to study Gilman's social philosophy and feminist insights. The third is to illustrate Gilman's pedagogical theory concerning children and her philosophy of education. The final is to place her theory within the tradition of philosophical thoughts of education, and within feminist context. The major findings of this thesis are as followings: the first is that Gilman was especially concerned about pedagogical theory concerning early children, and her most important assertions about children education are baby-gardens and unconscious schooling. Secondly, the author thinks that Gilman’s philosophy of education could be illustrated by using three educational metaphors adopting from K. E. Maloney: “education as social nourishment”, “education as social parentage”, and “education as social motherhood”. By practicing those three educational metaphors, Gilman considered that social evolution would arrive at the final goal：a humanized .society.
Charlotte Perkins Gilman(1860-1935) is one of the well-known feminist educationalists during the first women's movement in America. In her most famous novel, Herland, Gilman not only exposed the sex-role stereotype in her society, but also advocated the motherhood-centered philosophy of education . On the basis of the tendency to study educational theories from feminist standpoint and to emphasize the uniqueness and value of Gilman's theory of education, the main purposes of this thesis are to investigate Gilman's social philosophy of motherhood, and to study the assertions extended from her pedagogical theory concerning children. This thesis includes four parts. The first is to explore Gilman's life and the historical context of her thoughts. The second is to study Gilman's social philosophy and feminist insights. The third is to illustrate Gilman's pedagogical theory concerning children and her philosophy of education. The final is to place her theory within the tradition of philosophical thoughts of education, and within feminist context. The major findings of this thesis are as followings: the first is that Gilman was especially concerned about pedagogical theory concerning early children, and her most important assertions about children education are baby-gardens and unconscious schooling. Secondly, the author thinks that Gilman’s philosophy of education could be illustrated by using three educational metaphors adopting from K. E. Maloney: “education as social nourishment”, “education as social parentage”, and “education as social motherhood”. By practicing those three educational metaphors, Gilman considered that social evolution would arrive at the final goal：a humanized .society.
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吉爾曼, 母職, 女性主義教育學, Gilman, motherhood, feminist pedagogy