道德推理課程實施之研究－以Maxine Greene「教師即陌生人」為分析

Abstract

本研究旨在審視大學通識教育道德推理教學理念與實施之情況。道德推理之核心價值為「涵育博通、文雅而自由的大學生」。「教師即陌生人」之隱喻為美國教育哲學家Maxine Greene所提出，主張教師須釐清自我意識，且以全新歸鄉遊子的視野覺察教學歷程，並提升學生之自我意識。 研究者首先以概念分析探討「教育即陌生人」隱喻產生的背景與意涵。次而蒐集課程相關文件檔案、札記等資料，作為分析探討之素材。最後以陌生人之觀點針對道德推理課程提出不同面向的反思與建議，最後依據討論結果，引申出教師對課程教學活動的啟示。 一、教師應意識教學過程中自我的存在，並開創各種可能性； 二、教師應察覺學習元素，提供思考脈絡與對話情境； 三、教師須將「熟悉陌生化」，以歸鄉遊子的身分重新體會教學 四、教師可透過藝術啟發學生的生命視野The purpose of this study is to analyze the teaching philosophies of the teachers and the implementations in a moral reasoning course in a university.The core value of the moral reasoning course is to cultivate college students with a liberal and broadly knowledgeable mind. The metaphor of “Teacher as Stranger” is proposed by Maxine Greene, the American educational philosopher. She claimed teachers should try to clarify their self-consciousness, and promote students’ consciousness by taking a stranger's view to notice details and patterns through educational process. By using conceptual analysis, the paper first discusses the backgroundand the meaning of the metaphor from Greene's viewpoint. Second, we collected course documents, interview, and researcher’s notes to be the materials for analyzing and discussing. Finally, with the strangers’ view, we propose reflections and suggestions to the moral reasoning course in different dimensions. Based on research findings, this paper proposed some implications for instruction to teachers. 1. Teachers must infuse self-consciousnes in the teaching process,and create any kind of possibility. 2. Teachers have to perceive the elements of learning, and provide thinking clues and dialogue contexts. 3. Teachers should take familiarization defamiliarizing and be like a homer and notice their teaching. 4. Teachers can enlighten students' life visions by the aesthetic experience.