追求社會正義的課程理論

Abstract

正義是社會組織中最重要的美德，就如同真理對一個思想體系的重要性一樣。人類透過教育活動所要追求的不只是真理，更要達成正義。然而，自Bobbitt以來，在認知?技術的導向下，課程理論的主流?科學化的課程理論對真理的關注遠超過正義。一直到1970年代，社會批判的課程學派的興起，他們批評只追求政治普遍性的程序正義是不夠的，真正的社會正義必須更進一步幫助社會處境中最不利的成員獲得更多利益，從而開啟了以社會正義為核心議題的課程理論。Giroux是社會批判課程學派的代表人物，他在社會變遷的架構下追求一種實現社會正義、關懷弱勢族群的課程，在當代的課程領域有相當的重要性。本研究的目的主要在探討其課程理論的要旨，涵蓋前期的社會批判時期和後期的後現代時期兩個階段；在社會批判時期他的課程理論旨在建立以民主公共生活為核心的學校教育，在後現代時期則是在建立以對抗文本、對抗記憶和差異政略為核心的邊界教育論；此外，本研究並進行前後兩個階段的歸納比較與理論和實務的雙向批判；最後從教師角色、課程型態、課程內容、教學方式、課程的政治含涉等五個層面，提出對我國當前課程領域的啟示。

Justice is the most important virtue of social organizations, as truth is the most important element of the system of ideas. What humankind search for in educational activities is not only truth, but also justice. However, since Bobbitt proposed his curriculum theories in the 1920’s, the dominant cognitive-technical approach has paid closer attention to truth rather than justice.In the 1970’s, critical pedagogy challenged the domination of curriculum theories and stood for a curriculum theory whose central subject is social justice. H. A. Giroux as the representative of critical pedagogy, has endeavored to develop a curriculum theory concerned about the minority and searched for social justice over long periods, which is the focus of this study. The author attempts to explore it from an earlier social critical period to a latter postmodern period. In social critical period, Giroux tried to build a critical pedagogy centered on schooling for democracy, and in postmodern period he tried to build a border pedagogy as a counter-text, counter-memory and the politics of difference. Furthermore, this study compares his social critical period with postmodern period and criticizes them in both aspects of theory and practice. In conclusion, the author puts forward several observations including teacher’s role, the form and content of curriculum, teaching method and the politics of curriculum which Giroux’s theories can inspire in us.