現代性與學校文化變革研究新路徑:學校後設文化取向 Modernity and the New Research Path to School Cultural Reformation: A School Metaculture Approach
現代性擁有理性化的時代特質。在現代性下,學校後設文化具有高度的反思性。相較於「受規則控制」的學校文化,「改變規則」的學校後設文化有其獨特之意涵與功能。學校後設文化支配學校文化,因為學校後設文化企圖透過重新界定願景、價值、意義與程序來指引學校文化。學校後設文化取向之研究,在學校文化變革研究上有其前瞻性:研究焦點聚焦於學校當中的價值重估、自我統合、高度反思、批判美學與高階觀察活動;研究面向專注於學校後設文化的運作功能、學校後設文化對學校文化的形構、學校後設文化對學校文化心態的影響;知識論聚焦於後設活動旨趣、後設行動框架、價值重建、資本轉化與學校文化危機型態;方法論建議採行文化螺旋分析模式。 Mo...
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doaj-583bc005bc3b4301a5b29f7ee7a5c7342020-11-24T21:34:33ZengTaiwan Association for the Sociology of Education臺灣教育社會學研究1680-20042011-06-0111177117現代性與學校文化變革研究新路徑:學校後設文化取向 Modernity and the New Research Path to School Cultural Reformation: A School Metaculture Approach 王耀庭 Yau-Ting Wang0Doctoral Candidate, Graduate Institution of Education National Chung Cheng University現代性擁有理性化的時代特質。在現代性下,學校後設文化具有高度的反思性。相較於「受規則控制」的學校文化,「改變規則」的學校後設文化有其獨特之意涵與功能。學校後設文化支配學校文化,因為學校後設文化企圖透過重新界定願景、價值、意義與程序來指引學校文化。學校後設文化取向之研究,在學校文化變革研究上有其前瞻性:研究焦點聚焦於學校當中的價值重估、自我統合、高度反思、批判美學與高階觀察活動;研究面向專注於學校後設文化的運作功能、學校後設文化對學校文化的形構、學校後設文化對學校文化心態的影響;知識論聚焦於後設活動旨趣、後設行動框架、價值重建、資本轉化與學校文化危機型態;方法論建議採行文化螺旋分析模式。 Modernity is characterized by rationalization, and school meta-culture signifies the greater reflexivity in the context of modernity. On careful comparison, school culture is “controlled by rules,” while school metaculture “changes rules.” Therefore, school meta-culture can direct school culture by redefining its future prospects, values, meanings, and procedures. The study of school meta-culture has shown the prospect of researching on school cultural reformation. It has focused on the redefinition of values, selfintegration, self-reflexivity, critical aesthetics, and advanced observations. Three research aspects are emphasized here: the functions of school metaculture, how school meta-culture influences the formation of school culture, and how school meta-culture affects the mentality of school culture. In terms of epistemology, the analysis has focused on the interests of meta-activity, frameworks of meta-activity, value reconstruction, capital transformation, and types of school cultural crises. In regard to methodology, cultural spiral analysis is suggested. http://www.edubook.com.tw/OATw/detail.aspx?no=66952學校後設文化現代性學校文化變革研究school metaculturemodernityresearch on school cultural reformation |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
王耀庭 Yau-Ting Wang |
spellingShingle |
王耀庭 Yau-Ting Wang 現代性與學校文化變革研究新路徑:學校後設文化取向 Modernity and the New Research Path to School Cultural Reformation: A School Metaculture Approach 臺灣教育社會學研究 學校後設文化 現代性 學校文化變革研究 school metaculture modernity research on school cultural reformation |
author_facet |
王耀庭 Yau-Ting Wang |
author_sort |
王耀庭 Yau-Ting Wang |
title |
現代性與學校文化變革研究新路徑:學校後設文化取向 Modernity and the New Research Path to School Cultural Reformation: A School Metaculture Approach |
title_short |
現代性與學校文化變革研究新路徑:學校後設文化取向 Modernity and the New Research Path to School Cultural Reformation: A School Metaculture Approach |
title_full |
現代性與學校文化變革研究新路徑:學校後設文化取向 Modernity and the New Research Path to School Cultural Reformation: A School Metaculture Approach |
title_fullStr |
現代性與學校文化變革研究新路徑:學校後設文化取向 Modernity and the New Research Path to School Cultural Reformation: A School Metaculture Approach |
title_full_unstemmed |
現代性與學校文化變革研究新路徑:學校後設文化取向 Modernity and the New Research Path to School Cultural Reformation: A School Metaculture Approach |
title_sort |
現代性與學校文化變革研究新路徑:學校後設文化取向 modernity and the new research path to school cultural reformation: a school metaculture approach |
publisher |
Taiwan Association for the Sociology of Education |
series |
臺灣教育社會學研究 |
issn |
1680-2004 |
publishDate |
2011-06-01 |
description |
現代性擁有理性化的時代特質。在現代性下,學校後設文化具有高度的反思性。相較於「受規則控制」的學校文化,「改變規則」的學校後設文化有其獨特之意涵與功能。學校後設文化支配學校文化,因為學校後設文化企圖透過重新界定願景、價值、意義與程序來指引學校文化。學校後設文化取向之研究,在學校文化變革研究上有其前瞻性:研究焦點聚焦於學校當中的價值重估、自我統合、高度反思、批判美學與高階觀察活動;研究面向專注於學校後設文化的運作功能、學校後設文化對學校文化的形構、學校後設文化對學校文化心態的影響;知識論聚焦於後設活動旨趣、後設行動框架、價值重建、資本轉化與學校文化危機型態;方法論建議採行文化螺旋分析模式。
Modernity is characterized by rationalization, and school meta-culture signifies the greater reflexivity in the context of modernity. On careful comparison, school culture is “controlled by rules,” while school metaculture “changes rules.” Therefore, school meta-culture can direct school culture by redefining its future prospects, values, meanings, and procedures. The study of school meta-culture has shown the prospect of researching on school cultural reformation. It has focused on the redefinition of values, selfintegration, self-reflexivity, critical aesthetics, and advanced observations. Three research aspects are emphasized here: the functions of school metaculture, how school meta-culture influences the formation of school culture, and how school meta-culture affects the mentality of school culture. In terms
of epistemology, the analysis has focused on the interests of meta-activity, frameworks of meta-activity, value reconstruction, capital transformation, and types of school cultural crises. In regard to methodology, cultural spiral analysis is suggested.
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topic |
學校後設文化 現代性 學校文化變革研究 school metaculture modernity research on school cultural reformation |
url |
http://www.edubook.com.tw/OATw/detail.aspx?no=66952 |
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