| 第一講
♠ 哲學廣義與狹義的定義
♠ 哲學的定義(三)：對假設的反省
♠ 假設的種類(二)對現象的概括
♠ 形而上與下名稱的種類.來源.關係 |
* The broad and narrow definition of philosophy * The definition of philosophy (III): Reflections on hypotheses * The types of hypotheses (II): the conceptualization of phenomena * The sources of the words metaphysics and appearance,
and their relationships |
| 第二講
♠ 假設的種類(三)個人主觀的認定
♠ 自由論與決定論之舉例
♠ 哲學的基本概念(一)：Reality真實存在
♠ 哲學的基本概念(二)：主觀與客觀 |
* the types of hypotheses (in philosophy) (III): the personal subjective assertions * examples of freedom and determinism * the basic concepts of philosophy (I): the reality really exists * the basic concepts of philosophy (II): the subjective and the objective |
| 第三講
♠ 決定論與非決定論
♠ 主觀知覺的存在與事物的客觀存在
♠ 真理的符應說 觀念串連
♠ 觀念串聯：事物的客觀存在 |
* the determinism and non-determinism * the existence of subjective perception and the objective existence
of things * the Correspondence Theory of Truth : * The objective existence of things |
| 第四講
♠ 從唯實主義看台灣教育
♠ 實用主義與演化論的關係
♠ 有用者為真 舉例說明
♠ 實用主義與白話文運動
♠ 實用主義世界觀：世界是變動不居的
♠ 知識的起源理性主義與經驗主義之比較 |
* The overtone of realism in Taiwanese education * the relationship between the Pragmatism and Evolutionary Theory * What works is true: examples * Pragmatism and Vernacular Movement * the Pragmatic worldview: The world is changing * the origin of knowledge: the comparison of the rationalism and
empiricism |
| 第五講
♠ 什麼是從做中學
♠ 理的衡量標準：實唯主義vs.實用主義
♠ 康德 ─ 行為的「內在目的」與「外在目的」
♠ 杜威 ─ 教育的內在目的與外在目的
♠ 實用主義之重要的學習方法 |
* What is “ learning by doing”? * the standard of the truth: Realism vs. Pragmatism *Kant's—the behaviors of “Intrinsic Purpose “and “External Purpose” * Dewey－－ The Internal and External Purpose of Education * the important learning method of Pragmatism |
| 第六講
♠ 主觀價值和客觀價值與關係
♠ 活得有意義來自主觀價值
♠ 主觀意義與價值之特性
♠ 存在主義的教育主張與觀點 ─ 巴博爾「吾與汝」關係 |
* the relationship between the subjective value and the objective one * Live makes sense from subjective values * the characteristics of the subjective significance and values * the existentialist educational ideas and viewpoints
－ Martin Buber “I and Thou” |
| 第七講
♠ 存在主義的教育主張：巴博爾「吾與汝」關係
♠ 教育主張：全人教育
♠ 存在主義的教育主張：鼓勵學生瞭解自己
♠ 對存在主義的評論
* the existentialist educational advocacy: Martin Buber
* the educational advocacy: Whole Person Education
* the existentialist educational advocacy: to encourage students
to understand themselves
* the comments on existentialism |
| 第八講
♠存在主義的課程主張
♠分析哲學的教育哲學：
♠重要組織與人物
Peters(皮德思)教育的三大規準
─合價值性.合認知性.合志願性
♠知識的轉換與教學
♠馬克思主義的基本觀念
* the claims from existentialist curriculum
* Analytic theory of education
* the important organizations and people in Analytic educational
philosophy Peters’ three criteria of education：the normative,
cognitive and process aspects of education * the transmission of knowledge and teaching * the basic concepts of Marxism |
| 第九講
♠ 馬克思主義的基本觀念
* the basic concepts of Marxism |
| 第十講
♠ 批判理論概述與觀點總結
♠ 普遍語用學、理想說話情境與有效宣稱
♠ 理想說話情境三大規則
♠ 教育目的
* the introduction of the critical theory
* the universal Pragmatics, the ideal speech situation, and the validity claims
* the three rules for the ideal
* The purposes of education |
| 第十一講
♠哈伯瑪斯的三種知識類型
♠第八章‧後現代主義的教育哲學
♠理性的四大缺
♠從現代進入後現代的社會情境因素
♠後現代主義概說
*Habermas' three kinds of knowledge and human interest
* Chapter VIII: the educational theory of postmodern
* The four major shortcomings of the reason
* the social context factors from modern times Entering postmodern
* the overview of postmodernism |
| | 第十二講
♠後現代主義的定義(一)：學術界邊際論述要求被重視的聲音
♠現代主義的本質主義與後現代主義的反本質主
♠後現代主義的定義(二)，由哈威 (David Harvey) 提出
♠後現代主義的定義(三)，由布巴拉斯及賴士提出。
* the essentialism of modernism and the anti-essentialism of Postmodernism
* the definition of postmodernism (II): proposed by David Harvey
* the definition of post-modernism (III) |
|
| 第十三講
♠後現代主義哲學家與多元文化主義
♠教育的目的
♠教師的角色
♠觀念主義的教育哲學
* the purposes of education
* the roles of teachers
* Idealism in education |
| 第十四講
♠觀念主義(Idealism)的別名
♠觀念主義(唯心論)的派別與教育目
♠觀念主義的教育方法論
♠觀念主義的評述
* the Idealism (spiritualist) view of education
* the educational methodology of Idealism
* the comments on Idealism |
| | 第十五講
♠道德哲學的三大派別
♠效益論的道德標準「為最大多數人的幸福」
♠亞里斯多德、康德及效益論之異同
♠道德標準–康德的道德律、亞里斯多德
♠康德的道德教育
* the ethical standard of utilitarianism—“the happiness of the most”
* the similarities and differences between Aristotle, Kant and utilitarianism
* the moral standards - Kant's moral law, Aristotle
* Kant's moral education |
| 第十六講
♠亞里斯多德的倫理學
♠哥白尼革命
♠什麼是先天、先驗與超
♠詮釋學-從客觀到主觀
♠學生提問─知識類型新實用主義
* the Copernican Revolution
* What is innate, a priori and transcendental
* the Hermeneutics - from the objective to the subjective
* students questions - knowledge types, Neo-Pragmatism |
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