HKIER

摘要

本文旨在透過教育知識性質、功能與類型的分析，探討教育知識國際化和本土化之間的衝突與統合。據以檢討近年來台灣教育研究之得失，進而展望建立亞洲觀點教育知識體系之可能性。就性質言，教育知識係一種專業的實踐性知識，其功能所涉及的不僅是制度化的教育，也涉及教育與社會交織而成的複雜社會情境。西方啟蒙運動以來，技術宰制性的知識，襲捲全球，教育研究亦然。試圖建構不涉及文化情境的知識體系，其結果喪失了教育宜植根於本土的實踐性性格，近年來台灣教育研究全盤西化之情況尤為顯然。後現代主義卻反其道而行，強調知識的本土性、局部性。兩者之間的結合，只有透過多層面的動態知識觀，亦即將及普遍有效的教育知識視為只是知識的深層結構，其外圍圍繞著不同層次的本土知識，透過本土觀點的知識形式，參與不同知識形式的對話，才能覺知本土知識的侷限性，而更能以含容而平等的精神參與國際化、全球化的知識建構。亞洲觀點的教育知識，亦宜以亞洲意識為核心，尊重各地區不同文化的特殊性，重新加以建構。

Abstract

This paper attempts to deal with the confrontations and their resolution between internationalization and indigenization in educational research, as well as the possibility of construction of an educational knowledge system from the Asian perspective through an analysis of nature, function and patterns of educational knowledge. Educational knowledge is a professional knowledge belonging to that of practice. Thus it should be rooted in indigenous culture. However, the construction of universally valid educational knowledge has been the ideal of positivism-oriented education research since the Enlightenment with the consequence of sacrificing the cultural particularities embedded in educational practice. On the other hand, post-modernism denounces the internationally valid knowledge as Eurocentrism, totalitarianism in scientific discourse. It is thus proposed that the Asian educational knowledge system be constructed through continuous dialogues of different indigenous cultures under the common awareness of Asian consciousness.