教育學報



從批判角度剖析課程定義

1996.第24卷第1期(Vol. 24 No. 1).pp. 1–24

 

從批判角度剖析課程定義

Analysis of Curriculum Definitions: A Critical Perspective

李子建(John Chi-kin LEE)

摘要

本文嘗試從批判論角度探討不同類別的課程定義,在知識論和本體論兩個層面(即知識基礎及教學過程參與者的存在本質)加以分析及批判。作者認為在眾多的課程定義裏,以課程為解放經驗(達致賦權感)能使施教者和學習者平等地一起建構現實,因此較能符合教育的理想。

Abstract

This article examines various categories of curriculum definitions, in the light of epistemological and ontological assumptions, and from the perspective of critical theory. The writer contends, from the critical perspective, that curriculum as a liberating experience for individual and collective empowerment allows teachers and students to democratically construct and reconstruct reality and thus corresponds more closely to the ideals of education.