林清江終身教育思想之初探

• Main Author: 邱清麗
• Other Authors: 胡夢鯨
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/81727064770867452508

碩士 === 國立中正大學 === 成人及繼續教育研究所 === 91 === Abstract This research utilizes several research methodologies. First of all, historical analysis, which is a type of descriptive research, is used to trace the background of Mr. Qing-jiang Lin’s conception of lifelong education. Literary analysis is utilized to determine the essence of Mr. Lin’s concept of lifelong education. In order to understand Mr. Lin’s life, his students, colleagues and family are interviewed. The goals of this research are as follows: 1）To discuss Mr. Qing-jiang Lin’s life and ideas, in order to understand the origins of his concept of lifelong education. 2）To analyze the theoretical background of Mr. Lin’s concept of lifelong education, and to illustrate the sources that contribute to this conception. 3）To analyze the essence of Mr. Lin’s concept of lifelong education, in order to understand its specifics. 4）To discuss the implications of Mr. Lin’s concept of lifelong education toward our nation’s implementation of a lifelong education program, and to evaluate the issues encountered during such implementation. 5）To summarize research findings, and to devise specific recommendations. In accordance with the aforementioned goals, the research is divided into seven chapters. Chapter one describes the topic, background, purposes, methods, limitations, and definitions of this research. Chapter two utilizes the thesis of lifelong education to illustrate the origins of its conception, the progress of its development overseas, and the foundation of its development in this nation. Chapter three looks at Mr. Lin’s family background and the economical and educational background in the society of his time in order to explain the origins and background of his conception of lifelong education. Chapter four divides Mr. Lin’s educational conception and development into three periods─educational sociology, solidification of academic standing─comparative education, learning about society─lifelong education. Chapter five utilizes lifelong education’s foundation, essence, methodology, and goals to illustrate its significance. Chapter six discusses the implications of the implementation of Mr. Lin’s concept of lifelong learning on this nation’s efforts at promoting lifelong education. Chapter seven provides the following conclusions and recommendations: 1）The foundation of Mr. Lin’s conception of lifelong education lies in the societal background of accelerated progress in the areas of economy, democracy, and social prosperity. 2）The origins of Mr. Lin’s conception of lifelong education lies in the influence of such conceptions in twentieth century Europe and America. 3）Mr. Lin is able to assist in the historical progress of his conception of lifelong education and implement such conception through policies. 4）The essence of Mr. Lin’s concept of lifelong education include lifelong journey, integration of education, learning in everyday life, self-learning, and the elevation of our nation’s competitiveness. 5）Mr. Lin’s concept of lifelong education reflects the trend in the rest of the world. It imparts significance to this nation’s efforts at promoting lifelong education.