哈伯瑪斯的「批判解釋學」及其對課程研究的啟示
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Date
1982-06-??
Authors
陳伯璋
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
當代社會科學的研究自七十年代以後，已逐漸揚棄傳統「實證論」（postivism）的「典範」（parabigm），其盛極一時的主流派 ─ 「結構功能論」（structural ─ functionalism），已受到歐陸「現象學」（phenomenology），「解釋學」（hermeneutics）和「批判理論」（Critical Theory）等思想所融合而成的「解釋社會學」（inter ─ pretative sociology）和「批判社會學」（critical sociology）的衝擊，已顯得欲振乏力。前者是來自狄爾泰（W. Dilthey）「精神科學」（Geist ─ wissenschaft sociology）的傳統，強調研究人類行動必須基於「理解」（Verstehen），並建立「語言」、「意義」和「意向性」的概念，此學說之下大抵可分為三個流派，即「現象社會學」（phenomenological sociology）─ 以休慈（A. Schultz）為代表；俗民方法學（Ethnomethodology） ─ 以葛芬柯（H. Garfinkel）為代表；日常語言分析（ordnnary language analysis）─ 以溫區（P. Winch）為代表。至於「批判社會學」，則以德國法蘭克福學派（Frankfurt School）阿多諾（Th. Adorno）、馬寇西（H. Marcuse）和哈伯瑪斯（J. Habermas）為代表，此學派是繼康德、黑格爾及馬克思「批判」的傳統，希望從人類社會 ─ 政治 ─ 經濟發展的背景中，指判其背後「宰制」（domination）和「優勢原則」（superiority creteria）糾纏一起的「意識型態」（ideology），指出科技文明發展的「工具理性」（instrumental reason）對人性的斵傷，希望從主體理性的批判的反省起點，近而促成社會大眾批判意識的覺醒，去除人類歷史和社會發展中被扭曲的「真像」，糾合大眾理性的批判，積極地參與理性的溝通和自覺行動的開展，以形成理性的社會。
The purpose of this research is to analyze the background and the characteristics of Habermas's“Critical liermeneutics", and the possible implications to the pedagogy（especially to the curriculum studies）. This study is under the theoretical analysis approach. The contents are included as follows：First, general introduction are presented. Secondly, to outline the theoretical background of Habermas's Critical Herneneutics. Thirdly, to analyze the characteristic of his thought from three domains：espitemology, theory of social praxis, and methodology. Fourthly, to present the implications of his critical hermenutics to the curriculum studies. Finally, general conclusions are summarized and some suggestion are offered.
The purpose of this research is to analyze the background and the characteristics of Habermas's“Critical liermeneutics", and the possible implications to the pedagogy（especially to the curriculum studies）. This study is under the theoretical analysis approach. The contents are included as follows：First, general introduction are presented. Secondly, to outline the theoretical background of Habermas's Critical Herneneutics. Thirdly, to analyze the characteristic of his thought from three domains：espitemology, theory of social praxis, and methodology. Fourthly, to present the implications of his critical hermenutics to the curriculum studies. Finally, general conclusions are summarized and some suggestion are offered.