當代教育哲學的新課題
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Date
2002-09-??
Authors
黃錦山
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
隨著老人人口的逐漸增加，老人參與教育的問題也逐漸浮現。但是，國內教育哲學的研究並沒有隨著社會變遷的進程，對當代最新的教育問題進行哲學性的研究與分析。有鑑於此，本文首先探討四種老人教育哲學理論之內涵，依次為功能主義取向、批判教育老年學學派、人文主義取向、和經驗，對話與超越學派。其次，分別就老人教育的目的、老人教育的教師角色與其教學型態、以及老人教育的課程規劃等三個方面，依據各個老人教育哲學派別的理論重點，逐一地引伸出其對老人教育實務工作上的意涵。最後，則依據老人教育的哲學理論及其在老人教育實務工作上的意涵，來對我國老人教育的實施情形進行哲學性的評論，以及具體指出其對我國老人教育的啟示。
Compared with Western countries, the theoretical researches and practical developments of education for older adults in Taiwan are underdeveloped. More attention has been given to education for older adults since the advocacy of lifelong education and learning society in Taiwan. However, research related to the philosophy of education for older adults remains rare in Taiwan. This study, therefore, aims to explore the different philosophical paradigms of education for older adults and their implications on education for older adults in Taiwan. There are three main sections in this paper. Firstly, this study explores four philosophical paradigms guiding the research andpractice of education for older adults: 'the functionalist approach', 'criticaleducational gerontology', 'the humanist approach', and 'experience, dialogue and transcendence'. Secondly , the implications of the four philosophical paradigms on the practices of education for older adults are discussed with paticular attention to the purpose, instructor's role, teaching style, and curriculum. Finally, criticisms and recommendations regarding the practices of education for older adults in Taiwan are made in order to facilitate the future development of education for older adults in Taiwan.
Compared with Western countries, the theoretical researches and practical developments of education for older adults in Taiwan are underdeveloped. More attention has been given to education for older adults since the advocacy of lifelong education and learning society in Taiwan. However, research related to the philosophy of education for older adults remains rare in Taiwan. This study, therefore, aims to explore the different philosophical paradigms of education for older adults and their implications on education for older adults in Taiwan. There are three main sections in this paper. Firstly, this study explores four philosophical paradigms guiding the research andpractice of education for older adults: 'the functionalist approach', 'criticaleducational gerontology', 'the humanist approach', and 'experience, dialogue and transcendence'. Secondly , the implications of the four philosophical paradigms on the practices of education for older adults are discussed with paticular attention to the purpose, instructor's role, teaching style, and curriculum. Finally, criticisms and recommendations regarding the practices of education for older adults in Taiwan are made in order to facilitate the future development of education for older adults in Taiwan.