Joseph Schwab的課程史定位評議

Review of Arguments Over the Place of Joseph Schwab in Curriculum History

10.6384/CIQ.200510.0019

黃繼仁(Chi-Jen Huang)

實踐論述 ； 課程世代觀 ； 歷史三角校正 ； Historical triangulation ； Generational ideas in curriculum ； Practical discourses

課程與教學

8卷4期（2005 / 10 / 01）

19 - 33

繁體中文

本文旨在探討Schwab課程史定位的相關論述，分析其中的主張和論證，評論相關爭議。首先，介紹傳統論述，有視Schwab偏離Tyler的多數共識，也有Jackson（1992）的異議。其次，說明Hlebowitsh企圖修正課程史共識的重新論述，分析其主張、核心論點與使用策略，再介紹Westbury和Wright的評論，剖析並澄清Hlebowitsh的論點、及其對課程史研究的貢獻。最後，本文綜合相關討論，提出解讀Schwab的方式，以及其在課程史定位的評議。

The paper is to explore the place of J. J. Schwab in the history of curriculum studies, and analyze the arguments of the related discourses. First, it introduces not only the widely accepted version that Schwab's voice stood as a separation from Tyler rationale, but also a dissenting view of Jackson' essay. Second, it illuminates Hlebowitsh's arguments and strategies to correct the traditional narrative of curriculum history, and then discusses the implication and the contribution of Hlebowitsh's essay with Westbury's and Wright's comments on the curriculum field. In the end, it acknowledges improvement on curriculum history.

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