The study of Dietrich Benner's general pedagogy

• Main Authors: Shen,Chih-Hsien, 沈志憲
• Other Authors: Liang,Fu-Jhen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/57163572120469788260

碩士 === 國立臺中教育大學 === 教育學系 === 97 === Researcher used method of educational hermeneutics to discuss Dietrich Benner’s general pedagogy. The purposes of this study are: to analyze the thought origin of Benner’s general pedagogy, to explain contents of Benner’s general pedagogy, to evaluate advantages and disadvantages of Benner’s general pedagogy, and to describe educational implications of Benner’s general pedagogy. The starting point of Benner’s general pedagogy comes from the philosophical and educational thoughts of Ruosseau, Kant, Herbart, Humboldt, Hegel, Schleiermacher, Fink and Derbolav. Benner’s general pedagogy affected by his time about development of German pedagogy, origin of critical pedagogy, dilemma of general pedagogy, impact of postmodernism. The Contents of his general pedagogy include ” status of practice”, “ principles of educational thought and action”, “ theory of educational action” and “ theory of educational science”. The educational implications of Benner’s general pedagogy can extend to educational methods, educational aims, educational institutions and scientific theories. According to the research results researcher posts five suggestions: (1)when we select educational method, we can reference to pointview of Benner’s not-affirmative education, (2)the setting of educational aim in school should include individual and social values, in order to cultivate abilities of judgement and participation, (3)educational institute should put attention to carry out complete education, in order to form a perfect educational system, (4) in discussion of academic character we should treat pedagogy as a science of independence and autonomy, (5)in clarify of relation between educational theory and practice, we should avoid to fall into dilemma of one or the other.