建立課程的公共性－課程公共論述的危機與出路

The Crisis in Public Discourse Regarding the Curriculum and its Resolution

10.6910/BER.200603_(52-1).0001

歐用生(Yung-Sheng Ou)

課程 ； 公共論述 ； 後現代社會 ； curriculum ； public discourse ； postmodern society

教育研究集刊

52:1期（2006 / 03 / 31）

1 - 27

繁體中文

當前臺灣課程論述表面上非常蓬勃，但實質上缺少公共論述的覺醒。課程在本質上是道德的理解，是公共的、文化的、批判的工作，而課程工作者是公共的、道德的知識份子，所以課程必須關心公共的善，要加強課程的公共論述。但在後現代社會中，全球化的浪潮、新科技的應用、網路文化的滲透、企業文化的侵蝕、知識經濟的衝擊，徹底改變了課程對話的平臺。尤其是新自由主義和新保守主義的課程政策，在企業化、市場化和私有化的邏輯下，教育被「非政治化」了，課程政策被排除於公共論辯或公共領域之外，任由「看不見的手」操控或宰制。結果，市場重於社區，個人的利益凌駕公共的善，消費者權超越市民權，課程公共論述面臨了前所未有的危機。本文正視這個議題，先分析當代歐美脈絡中課程公共論述的危機，然後探討加強公共論述的途徑，作為國內課程研究的參考。

In this postmodern society driven by the forces of globalization, ever-advancing high tech, the internet culture, business culture and knowledge-based economy, the curriculum discourse platform has undergone a drastic change. Within the logic of capitalization, marketization and privatization, and as curriculum policies are increasingly characterized by neo-liberalism and neo-conservatism, education has been ＂depoliticized.＂ Curriculum policies have been excluded from public discourse and subjected to control by ＂an invisible hand.＂ Market orientation has taken precedence over community orientation; the private good (i.e. private or individual profit) has taken precedence over the public good, and consumer rights have taken priority over civil rights. To investigate this phenomenon, the present paper first analyzes the current crisis of public curriculum discourse within the contemporary Euro-American context. It then addresses the strategies for strengthening public discourse. In so doing, the paper aims to pave the way for more extensive and more ＂current＂ curriculum research in Taiwan.

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