题名

Educational Research for the Dialectic Process of Globalization and Localization

DOI

10.6357/CCES.200410.0015

作者

Shen-Keng Yang

关键词

教育研究 ； 全球化 ； 本土化 ； globalization ； localization ； educational research

期刊名称

中正教育研究

卷期/出版年月

3卷2期（2004 / 10 / 01）

页次

15 - 48

内容语文

英文
中文摘要

啟蒙運動以來，教育研究一直被視為運用類似自然研究的科學方法，以產生客觀知識，藉以指引教育實踐的科學活動。英國啓蒙運動時期的教育家Maria Edgeworth (1767-1849)即曾指出，觀察與實驗已促進了物理科學的進步，用之於教育科學也可有同樣的成功。E. C. Trapp (1745-1818)和Imm. Kant (1724-1804)的教育科學理念同樣強調實驗方法之運用。 客觀教育科學之建構實即為啓蒙以來西方現代化的一環。過去數十年來西方現代化達於頂點，整個世界幾乎被建構為電子聯結，無遠弗屆，無時間距離的全球化系統，技術宰制理性成為主導全球社會文化發展的控制力。在西方理性邏輯的主宰下，教育研究也趨向理性、次序、效率與統一，教育知識也轉而為全球一致的統一知識體系。 就在全球化的趨勢下，也有一股重賦地方文化生機的教育研究興起。建基在西方經驗的所謂科學研究被批評為是殖民主義的產物，忽略了地方的需求。反殖民的方法論強調本土性的知識形式應在教育研究與教育實踐中審愼列入考慮。 然而，全球化和在地化或本土化，兩者實為相輔相成辯證發展的整合過程。何種教育知識有助於這個辯證過程的和諧發展？何種教育研究可以產生這種教育知識？本文即在於探討全球化與在地化衝擊下的教育研究相關問題。
英文摘要

Since the Enlightenment, educational research has been conceived as the creation of objective educational knowledge to regulate educational practice employing scientific method analogously to the method used in natural science. Maria Edgeworth (1767-1849), an English Enlightenment educationist, claimed that ”Observation and experience, which has so much advanced our knowledge in physics, may, perhaps, with equal success, be applied to the science of education.” Experimental method had been also emphasized in the scientific ideal of educational research advocated by E. C. Trapp (1745-1818) and Imm. Kant (1724-1804). The creation of objective educational science has been deemed as embodied in the ”modernity project” of western world. As the process of modernization reached its zenith during the last few decades, the whole world has been virtually constructed as an electronic, universal, timeless and technical global system. Western technocratic rationality has brought the supreme domination of the principles of cultural and social construction, such as rationality, order, efficiency and unity, to a global scale. Educational research based on western rationalistic logic has been conducive to making the educational practice in the world more and more uniform. In other words, education is becoming more and more globalized. Simultaneous with globalizing tendencies in education, strong localizing forces are promoting revitalization of local cultures. The so-called scientific research derived from western experience has been criticized as implicated in the worst excesses of colonialism neglecting the local needs. According to many decolonising methodologist, indigenous forms of knowledge should be taking into serious accounts in doing educational research and implementing educational practice. However, globalization and localization are not divergent processes. They are actually complementary ones. According to Giddens, globalization is really about the transformation of time and space and increasingly engages not only large-scale systems but also local bodies and individuals. Accordingly, the local is integrally tied to the global, and the global to the local. From educational perspective, problems are arising: what forms of educational knowledge can contribute to the harmonization of globalization and localization? What kinds of educational research can produce such forms of knowledge? This paper addresses itself to the issues of educational study confronting the challenges of the dialectic process of globalization and localization.
主题分类 社會科學 > 教育學
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