Egon Schütz普通教育學之探究

Abstract

本文採用教育詮釋學方法，進行E. Schütz普通教育學的探究。首先探討其思想淵源；其次闡明其主要內涵；接著評價其優劣得失；最後提出其重要啟示，以提供我國作為建立教育理論和解決教育問題的參考。Schütz普通教育學的思想淵源來自F. Nietzsche的批判哲學、E. Husserl的現象學、M. Heidegger的現象學、E.Fink的教育學和M. Foucault的後現代主義。主要內涵包括教育理論、陶冶理論、研究方法論、學術理論和教育學未來的課題。Schütz的普通教育學具有提出教育理論、陶冶理論、研究方法論、學術理論和教育學未來課題的新方向等優點，但是其普通教育學也存在著一些問題。儘管如此，Schütz的普通教育學仍然相當重要，可以補充傳統教學理論的不足、改善教育實踐偏頗的缺失、開啟研究方法論的新視野、闡明教育學學術的獨特性和提供教育學未來發展方向等重要啟示，因此相當值得我們加以重視。

This article used the method of educational hermeneutics to investigate E. Schütz’s general pedagogy. First, to discuss its origin of thought. Second, to explain its main contents. Third, to evaluate its advantages and disadvantages. Fourth, to address missions of the future pedagogy, in order to offer our country as a reference to establish educational theory and to improve of educational practice. The origin of thought about Schütz’s general pedagogy comes from F. Nietzsche’s critical philosophy, E. Husserl’s phenomenology, M. Heidegger’s phenomenology, E. Fink’s pedagogy and M. Foucault’s postmodernism. Its main contents include educational theory, Bildung theory, research methodology, academic theory and future missions of pedagogy. Schütz’s general pedagogy has some advantages, it proposes new directions of educational theory, Bildung theory, research methodology, academic theory and pedagogical mission. Certainly Schütz’s general pedagogy has some problems. Even though, Schütz’s general pedagogy is still very important. It can compensate the shortages of traditional instruction theory, improve the biases of educational practice, open the new horizon of research methodology, explain the unique academic character of pedagogy and offer the future development direction of pedagogy. Therefore, it deserves us to pay attention to Schütz’s general pedagogy.