"Lifelong Learning"-A New Term for an Old Idea?-The Search for Historical Roots

「終身學習」－舊觀念的新字解？歷史根源的追尋

10.6357/CCES.200906.0103

Joachim H. Knoll

成人教育 ； 終身學習 ； 成人學習的歷史 ； 古代猶太教 ； 教學之屋 ； Adult Education ； Lifelong Learning ； History of Adult learning ； Ancient Judaism ； Lehrhäuser

中正教育研究

8卷1期（2009 / 06 / 01）

103 - 126

英文

本文試圖修正僅由1970年代教育學者所創造的「終身學習」之假設。有別於多數學者認為1972年，Faure的著作Learning to Be一書為終身學習的始祖，我將以Houle和其1961年的鉅作The Inquiring Mind作為現代觀點中終生學習之創始。Houle主張終身學習的源頭是以古代猶太教（Judaism）為基礎。因此，本文將採用此理念並提供此論點的主要階段：古代猶太教原初是以學習社群的方式存在，終身學習不斷地展現在猶太教的教律與法典中，猶太啟蒙運動「哈斯卡拉」（Haskalah）作為和德國教育實踐的連結，最後，Weimar Republic（Buber, Rosenzweig, & Simon）的「教學之屋」（Lehrhäuser）作為一個能在信仰和世俗兩方面提供終身學習的場域。

This article seeks to correct the assumption that Lifelong Learning was only invented by educationists in the 1970s. In contrast to the numerous authors who regard E. Faure's 1972 book Learning to Be as the origin of lifelong learning, I refer back to Cyril O. Houle and his remarkable publication of 1961, ”The Inquiring Mind”, as the father of lifelong learning in a modern sense. Houle suggested that the roots of lifelong learning lay in ancient Judaism. The article follows this notion and provides the main stages of this argument: ancient Judaism existed primarily as a learning community, lifelong learning is demonstrated repeatedly in the Torah and Talmud, the Haskalah serves as the link with educational practice in Germany, and finally the function of the ”houses of teaching” (Lehrhäuser) in the Weimar Republic (Buber, Rosenzweig, & Simon) as places of lifelong learning in both its religious and its secular sense.