Education Journal



教師的課程理論化:從詩性智慧到A/r/t

2012.第40卷第1–2期(Vol. 40 Nos. 1–2).pp. 15–30
 

教師的課程理論化:從詩性智慧到A/r/t

An Alternative Approach to the Curriculum Theorizing of Teachers

歐用生(Yung-Sheng OU)

摘要

過去,教師在課程理論化方面多採取認識論或方法論的觀點,結果課程理論無法與實際產生辯證關係,教師亦不能發展自己的實踐智慧。最近詩性智慧和A/r/t的概念企圖依據存有論的典範,從詮釋學、美學和藝術的觀點,探討教師課程理論化的新途徑。本文主要探討詩性智慧和A/r/t的概念及其內涵,並由此提出存有論的辯證觀,以作教師課程理論化的另一途徑。

關鍵詞:辯證;存有論;詩性智慧;遊藝誌

Abstract

Traditionally, the ways of how teachers theorize their curriculum practices were usually developed through the epistemological and methodological approaches. However, the dialectical relationship between curriculum theory and practice seemingly never happened through these approaches while teachers theorized their curricula. Based on the ontological paradigm, such as those of hermeneutics, aesthetics, and view of arts, an alternative approach to teachers’ curriculum theorizing might be developed through the concept of mythopoetic and a/r/tography (A/r/t). Focusing on the dialectic between theory and practice, this study attempts to explore the concepts of mythopoetic and A/r/t, and discusses the implication on the curriculum theorizing of teachers.

Keywords: dialectic; ontology; mythopoetic; a/r/tography (A/r/t)