教育改革實踐倫理與教育政策領導
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Date
2011-12-01
Authors
黃乃熒
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Publisher
國立教育資料館
Abstract
教育改革實踐倫理，強調利害關係人對於挑戰文化的霸權，來重建社會關係，進而驅使他們展現彰權益能、社群關懷、自我控制的行動，以喚遊戲理性的互動，可以產生正面的效應，但是，礙於人類自我追求自我利益的貪念，容易出現忽略利他舉動的情形，卻有產生負面效應之虞，必須透過有效的教育政策領導途徑，方能確保遊戲理性互動的積極效應，以促進教育改革的品質。根據文獻的討論，本文提出三點結論，包括教育改革實踐倫理（1）必須透過進步的目的來確保遊戲理性的積極效應；（2）宜強化利益成長的巨觀政策領導；（3）宜強化人文昇華的微觀政策領導。隨後，本文提出建議，以增生本文的應用性，包括（1）政府領導人應擴大利害關係人的參與機會、凝聚利害關係人的共同意志及強化利害關係人的獲益貢獻；（2）學校領導人應判讀務實導向的執行範圍、建置成就導向的學習社群。
Abstract Practical ethics of education reform demand so that stakeholders have to challenge cultural hegemony. Such ethics help to reconstruct social relationship facilitating stakeholders’ demand for autonomy empowerment, community caring, and evolutionary self-control which, in their turn, would encourage the interaction of rational games in confrontation and competition. Of course, educational reforms would bring out positive and negative effects. To deal with, leadership policy has to ensure more positive effects of the rational games’ rationality. Our review points out that practical ethics of educational reforms is needed to facilitate (1) the interaction of rational games through progressive purpose; (2) the interest growth by macropolicy leadership; and (3) the humanized cultivation by micro-policy leadership. It also suggests that: (1) leaders ought to extend more opportunities of participation, to cohere consensus, and to facilitate acquisition and contribution for stakeholders; (2) school leaders ought to be more pragmatical in setting orientation and in building the success of learning community. Only so they would be able to implement education reform effectively.
Abstract Practical ethics of education reform demand so that stakeholders have to challenge cultural hegemony. Such ethics help to reconstruct social relationship facilitating stakeholders’ demand for autonomy empowerment, community caring, and evolutionary self-control which, in their turn, would encourage the interaction of rational games in confrontation and competition. Of course, educational reforms would bring out positive and negative effects. To deal with, leadership policy has to ensure more positive effects of the rational games’ rationality. Our review points out that practical ethics of educational reforms is needed to facilitate (1) the interaction of rational games through progressive purpose; (2) the interest growth by macropolicy leadership; and (3) the humanized cultivation by micro-policy leadership. It also suggests that: (1) leaders ought to extend more opportunities of participation, to cohere consensus, and to facilitate acquisition and contribution for stakeholders; (2) school leaders ought to be more pragmatical in setting orientation and in building the success of learning community. Only so they would be able to implement education reform effectively.