楊深坑Yang, Shen-Keng黎瑋LI, WEL2019-08-282015-09-282019-08-282015http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060000004E%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89617台灣當前的教育系統，因為教育市場化形成的單一價值傾向，以及與合法程序脫鉤，而陷入正當性危機之中，使得教育政策無法得到充分的公民意志支持。面對此一困局，本研究將採Habermas的批判詮釋學方法，探究Habermas論辯理論，試圖闡釋Habermas論辯理論在教育政策形成的蘊義，並提出可能的解決方案。具體而言，本研究先將論辯理論重新拆解詮釋，顯明構成理論的五個環節，並勾勒其實際應用的特徵以及限制，依此作為探討教育政策形成蘊義的根據。透過前述分析，本研究指出教育政策形成的合理歷程如下：教育政策形成，應該起於公民自主的發現值得關懷的共同教育論題，在論辯性程序的制度化保障之下，受到實用理由、倫理理由以及道德理由的批判檢驗，並於既有法律體系融貫一致，所達成的理性共識，俾使公民有意識的接受即將作用其身上的事務。最後，本研究期待研究成果能夠提供教育政策的階段論以及反階段論的另一種選擇。 關鍵詞：哈伯瑪斯、正當性危機、論辯理論、批判詮釋學、教育政策形成The current education system in Taiwan, due to the single value orientation formed in education marketization and uncoupling from legitimate process, is faced with legitimation crisis. It has made education policies unable to receive proficient civic consciousness to support them. This research use Habermas’ critical hermeneutics as the approach to explore his discourse theory, trying to interpret the meaning of discourse theory in the formation of education policies and to propose possible solutions. Specifically, this research breaks down discourse theory into five movements, and reveals the features of its practical use as the basis to delve into the implication for education policy formation. Through the analysis mentioned above, this research points out the rational process of policy formation as follows: education policy formation should be based on citizen discover common interest problems,and critical tested by Pragmatic reason、ethical reason、moral reason under institutionalize discoursive procedure. Apart from that, education policy must consist with present law syatem, then citizen will be reach rational consensus. Finally, This research expect the result to provide an alternative choice differ from phase perspective and anti-phase perspective. Keyword：Habermas, discourse theory, legitimation crisis, critical hermeneutics, education policy formation哈伯瑪斯正當性危機論辯理論批判詮釋學教育政策形成Habermaslegitimation crisisdiscourse theorycritical hermeneuticseducation policy formation