篇名 | 教育決策權力的正當性:決策倫理及其典範的討論 |
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卷期 | 46:1 |
並列篇名 | The Power Legitimacy of Policy-Making in Education: In Discussion with Ethics of Policy-Making and Its Paradigm |
作者 | 黃乃熒 |
頁次 | 1-19 |
關鍵字 | 教育決策 、 倫理 、 典範 、 權力正當性 、 Policy-Making in Education 、 Power Legitimacy 、 Ethics 、 Paradigm 、 TSSCI |
出刊日期 | 200104 |
本文旨在分析教育决策权力正当性的意义,及其对教育决策系统的影响。结果发现教育决策权力的正当性乃可增进决策的伦理,进而促进教育组织的革新。此外,透过教育决策典范的知识活动与决策权力正当性关系的分析,发现教育决策实体的主体性、相互依赖性以及人造性,可以增进教育决策权力的正当性。由于实体的主体性,会融摄多元立场的价值及情感,进而透过艺术性的行动,来提升教育决策权力的正当性;实体的相互依赖关系性,会促进元素间的互相渗透关系,进而透过解构的行动,来增进教育决策权力的正当性;实体的人造性,会促进发现共同的需要,进而透过社会问题解决的行动,来提升教育决策权力的正当性。因此艺术性的行动、解构的行动与社会问题解决的行动,可以增进教育决策权力的正当性。
This study is to inquire the influence of power legitimacy in policy-making in education. It is found that power legitimacy of policy-making in education can promote the quality of justice ethics and care ethics. Also, this study is to discuss the approaches of policy-making in education, including logical positivism paradigm, hermeneutic paradigm, and critical theory paradigm, which influence power legitimacy of policy-making in education. As a result, it is found that subjective, interdependent, and artificial construction of reality will help enhance power legitimacy of policy-making in education. Based on the analysis, this study suggests that the action of art, deconstruction and social problem-solving should be emphasized.