政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/120490
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113311/144292 (79%)
Visitors : 50891965      Online Users : 590
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/120490


    Title: 方法論的辯證與互補的可能性- 論Karl-Otto Apel之先驗語用學與教育硏究
    Authors: 王俊斌
    Contributors: 楊深坑
    馮朝霖
    王俊斌
    Keywords: 先驗語用學;方法論的辯證;多元主義;互補性
    transcendental pragmatics;methodological dialectic;pluralism;complementary thesis
    Date: 2003
    Issue Date: 2018-10-11 11:35:33 (UTC+8)
    Abstract: 反省當前教育學研究的多元方法論發展方向，如何不讓方法論的多元主義淪為一種各說各話的相對論或虛無主義？為解決此一問題，本研究採取理論分析的方法，首先通過對Apel先驗語用學內涵的探究，進而分析其與批判者在知識論/方法論上的辯證與對話，最後則是在批判Apel的互補性論題立場下，轉而證成一種動態知識論的多元主義與方法論互補性的觀點。
    就有關方法論辯證的論題而言，Apel係主張以先驗反思來達成方法論互補性，此一觀點的著重要意義即為：不論是教育學的自然科學化或者採取有別於自然科學之精神科學教育學的主張，表面上這兩種立場無論在理論、假設、研究技巧和工具方面都不一樣，其研究結果的合併運用最終將陷於背棄任何一個典範的局面。可是，研究者若執著於某種單一典範，顯然這將使得研究者將無法求得真相，更甚者可能會有歪曲、誤解的現象產生。據此，方法論的辯證互補即立基於方法論反思的層次，期待建構出多元互補之整全性視野的可能性。然而依據本研究的分析，就Apel 企圖以先驗語用學達成方法論的辯證性互補之論點而言，其即希望以意識型態批判做為匯通多元方法論之後設典範。可是總結先驗語用學與多元方法論辯證之論題（如現象學反思、詮釋學循環、普遍語用學、實證論與反基礎主義等），Apel預設之方法論的超越性顯然是無法達成的。
    總結本研究所欲分析的範圍即包括以下幾個層面：首先，即為清楚地闡釋Apel的思想內涵；其次、將方法學論爭由說明與理解的對立，進一步透過不同方法對「事實描述」中，澄清「互補」可能與方法。第三、綜合方法學論爭的結果，具體提出教育學方法論的反省與建議。誠然，本研究最後採取之方法論的動態多元論，其即企圖在認知主體的主動建構下，通過「從客觀到主觀」以及「從主觀到客觀」等兩個向度，在研究問題的明確界定進而反思研究方法的適切性問，進而取得適切地把握教育學知識之客觀化的可能性。
    Dialectic of Methodologies and Possibilities of Complementarity Thesis－Karl-Otto Apel’s Transcendental Pragmatic and Educational Research
    Abstract
    Concerning the plural-methodologies developing direction of educational research, how to prevent methodological pluralism sinking into a kind of relativism or nihilism, become an important issue. Searching a possible solution for this issue , this dissertation adopts theoretical analysis , firstly, to inquire the implication of Karl-Otto Apel’s transcendental pragmatics; secondly, to analyze the epistemological / methodological dialectic and dialogue between Apel and his critics ; lastly , to transform the critique of Apel’s complementary thesis into to justify the perspective of dynamic epistemological pluralism and methodological complementarity.
    From the standpoint of methodological dialectic ,Apel advocates reaching methodological complementarity through transcendental reflection. The importance of this point of view just as follow : when we try to distinguish their differences between theories , hypothesizes , researching skills and instruments ; we can take result that ‘Naturwissenschaftliche’ or ‘Geisteswissenschaftliche’ Pädagogik are thoroughly two incommensurable paradigms. If researcher roughly combines these two approaches , he will confront to violate the regulation of any paradigm . In the opposite, if researcher is only self-restricted in a special paradigm maxim, that will cause misunderstanding or distortion in the inquiry process. That is to say, methodological-dialectical complementary , based on reflection level , endeavors to construct an’ Einheit’ from multiple perspectives. Apel attempts to obtain a dialectic result by his transcendental pragmatics, but according to the analyze of this dissertation , the task is not achieved.
    With regards to the positioning , this research finally espouses methodological dynamic pluralism, that try to acquire the whole of ‘facticity’, and consider those two dimensions, ‘ from objectivity to subjectivity’ and’ from subjectivity to objectivity’, only after giving an clear definition for the research problem and reflection on the fitness of research method , we just can rightly hold the probability of objectification in educational knowledge.
    Key Words :
    transcendental pragmatics,
    methodological dialectic,
    pluralism,
    complementary thesis
    Reference: 一、中文文獻
    王俊斌（1998）。論郭耳堡、哈伯馬斯以及傅科倫理立場的辯證－轉向後現代的多元論述與道德教育。竹師國教所碩士論文。未出版。
    王俊斌（1999）。「批判教育學做為希望轉化的可能性 ― 傅柯式存在美學的對照」。教育研究，Vol. 66 : 61-75。
    王俊斌（2000）。「後現代藝術的表現形式及其美育蘊義」。國教學報，Vol .12 : 1-20。
    王俊斌（2001）。“「合理化」概念的困境與教育研究者價值涉入的問題”，收於師大教育研究所集刊，Vol• 46 , 81-106。
    王俊斌（2002a）。“論學校效能研究方法論的哲學反思—以 Karl-Otto Apel知識人類學為例”。學校行政雙月刊，Vol . 18 : 38-51。
    王俊斌（2002b）。“從「現象學反思」到「意識型態批判」――論 Husserl 與Apel的方法論對比及其在教育研究上的意義”。師大教育研究所集刊，Vol . 46 ( 3 ) , 35-70。
    王星拱譯，Bertrand Russell（1995）。哲學中的科學方法。台北：商務印書館。
    王榮麟、王超群合譯， Wallner , Fritz（1997） 。建構實在論。台北：五南。
    何明修（1998）。論哈伯瑪斯的系統與生活世界之區分：回到康德的批判理論。哲學雜誌，26，頁 150-167。
    沈清松（1988）。「解釋、理解、批判」一文。該文收錄於臺大哲學系主編。當代西方哲學方法論。台北：東大圖書。
    林正弘（1988）。「科際整合的一個面向―― 各學科間方法的互相借」。該文收錄於林正弘（1988）。伽利略、波柏、科學銳明。台北：東大圖書。
    吳宗賢譯，Michel Foucault , （1991）.全體與單一：邁向批判政治理性之途。當代第五十七期：頁48-71。
    李日章譯，Cassier , Ernst（1984）。啟蒙運動的哲學。台北：聯經出版社。
    李幼蒸譯，Husserl（1994）。純粹現象學通論。台北：桂冠出版社。
    李瑞全（1993）。休謨。台北：東大圖書公司。
    李曉萍譯，Hans-Georg Gadamer（1990）。理性、理論、啟蒙。台北：結構群。
    李澤厚（1990）。批判哲學批判。台北：風雲時代。
    李豐斌譯，Hampson , N .（1984）。啟蒙運動。台北：聯經出版社。
    李豐斌譯，Popper , Karl（1981）。歷史定論主義的窮困。台北：聯經。
    汪文聖（1995）。現象學與當代科學哲學。哲學雜誌，12，頁 146-63。
    汪文聖（1997）。「描述」與「解釋」――胡塞爾現象學作為科學哲學之一探討。哲學雜誌，20，頁64-89。
    汪文聖（1998）。「描述」與「建構」――建構實在論與胡塞爾現象學之一比較。哲學雜誌，22，頁70-89。
    汪文聖（2000 ) 。從胡塞爾之邏輯現象學來看卡納普之《世界的邏輯構造》。國立政治大學哲學學報，第六期，頁33-660。
    汪文聖（2001a）。現象學方法與理論之反思――一個質性方法之介紹。國立政治大學《眾聲喧嘩：「質性研究法理論與實作對話」國際學術研討會》論文。未出版。
    汪文聖（2001b）。現象學與科學哲學。台北：五南圖書公司。
    倪梁康（1999）。胡塞爾現象學概念通釋。北京：三聯書店。
    張志林（1998）。因果觀念與休謨問題。湖南教育出版社。
    張旺山（1986）。狄爾泰。台北：東大圖書公司。
    張祥龍（1997）。胡塞爾的意義學說及其方法論含義。哲學雜誌，20，頁46-63。
    張鼎國（1999a）：「文化傳承與社會批判——回顧Apel, Habermas , gadamer，Ricoeur間的詮釋學論爭」。刊於國立政治大學哲學學報，Vol . 5 , 57-76 。
    張鼎國（1999b）. “「較好的」還是「不同的」理解？――從詮釋學論爭看經典註疏中的詮釋學定位與取向問題”。中國文哲研究通訊，9 ( 3 ) , 87-110。
    張慶雄（1997）。生活世界是人類主體間交流的基礎。哲學雜誌，20，頁 116-135。
    梁福鎮（1998）。德國普通教育學發展趨勢研究。行政院國科學會專題研究成果報告。未出版。（計畫編號： NCS87-2418-H―194-002）
    陳波（1998）。馮 • 賴特。台北：東大圖書公司。
    陳榮華（1993）。海德格哲學的詮釋學。臺大哲學論評，16,頁223-75。
    湯俠聲譯，Giordano Bruno ,（1996）。論原因、本原與太一。北京：商務印書館。
    馮朝霖（2000）．教育哲學專論――主體、情性與創化，台北：元照出版社。
    楊深坑（1988）．理論、設釋與實踐。台北：師大書苑。
    楊深坑（1997）．溝通理性、生命情懷與教育過程一哈伯馬斯的溝通理性與教育。台北：師大書苑。
    楊深坑（1999）．「世紀之交教育研究的回顧與前瞻」。中正大學教育研究所教育學門研究生研究方法研討會論文。未出版。
    楊深坑（2002）．科學理論與教育學發展。台北：心理出版社。
    溫明麗譯，Carr , Wilfred （1996）。新教育學。台北：師大書苑。
    葉蘊理譯，Poincaré, Jules Henri（1957）。科學與假設。北京：商務印書館。
    詹志禹、吳璧純（1997）．「邏輯實證論的迷思」。載於簡成熙主編（1997）. 哲學與教育－20世紀末的教育哲學。高雄：復文圖書出版社。
    賈馥茗、楊深坑主編（1988）。教育研究法的探討與應用。台北：師大書苑。
    廖仁義譯，Edo Pivcevic（1989）。胡塞爾與現象學。台北：桂冠圖書公司。
    劉大樁主編（1998）。科學哲學通論。北京：中國人民大學出版社。
    蔡瑞霖（1993）。生活世界與言說行動：評介現象學「所意」爭論中的言說活動說。思與言，31(4)：205-236。
    蔡錚雲（1997）。胡塞爾意向性理論的新舊詮釋及其意涵。哲學雜誌，20，頁24-45。
    鄭同僚（2001）．「質性方法在台灣－以教育類科博士論文為例」。政大教育系主辦眾聲喧嘩――「質性研究法理論與實作對話」國際學術研討會論文。未出版。
    鄧公玄（1969）。中國先秦思想方法論。台北：台灣商務。
    賴賢宗（1999）。阿培爾的言談倫理學中的「理性事實」與其對康德倫理學的批判。思與言，37 (1) : 73-96。
    蘇永明（2000）.重直多元與水平多元的思考模式。收錄於但昭偉、蘇永明主編文化、多元文化與教育。台北：五南出版社，頁133-79。
    顧忠華（1991）。「當代西方思想先河一十九世紀思想家：理性的弔詭—韋伯」。台北：正中書局。
    二、外文文獻
    Abel,Theodore (1948) . “The Operation Called Verstehen” .The American Journal of Sociology ,vol.(54) : 211-218.
    Albert , Hans & Seiffert , M. (1992). Kritischer Rationalismus . In H. Seiffert & G. Radnitzky (hrsg.) . Handlexikon zur Wissenschaftstheorie . München：Deutscher Taschenbuch Verlag.
    Albert, Hans (1985) . Treatise on critical reason. Princeton, N.J. : Princeton University Press.
    Apel , Karl-otto , (1950) .Dasein und Erkennen.Eine erkenntnistheoretische Interpretation der Philosophic Martin Heideggers.Dissertation, unpublished..
    Apel , Karl-otto (1967).Analytic Philosophy of Language and the ‘Geistwissenschaften’..Dordrecht: D. Reidel Publish Company。
    Apel , Karl-otto ,(1973a).Transformation der Philosophie (Bad 1) — Sprachanalytik, Semiotik, Hermeneutik. Frankfurt am Main: Suhrkamp.
    Apel , Karl-otto ,(1973b).Transformation der Philosophic (Bad 2) —Das Apiriori der Kommunikationsgemeinschaft. Frankfurt an Main: Suhrkamp.
    Apel , Karl-otto , ( 1979 ) . Die ‘Erklären :Verstenhen’-Kontroverse in transzendentalpragmatischer Sicht. Frankfurt am Main: Suhrkamp.
    Apel , Karl-otto , (1980) . Towards a transformation of philosophy .London:Routledge.
    Apel , Karl-Otto (1977) . “Types of Social Science in the Light of Human Interests of Knowledge”in. Social Research ,Vol.,44,425-69.
    Apel , Karl-Otto (1981) .Charles S. Peirce—from Pragmatism to Pragmaticism. University of Massachusetts Press.
    Apel , Karl-Otto ( 1984 ) .Understanding and Explanation : A Transcendal-Pragmatic Perspective . Massachusetts and London : the MIT Press.
    Apel , Karl-Otto (1985) . “Scientistics ,hermeneutics, Critique of Ideology: An Outline of a Theory of Science from an Epistemological Anthropological Point of View.” In Kurt Muller-Vollmer (ed). The Hermeneutics Reader, 321-345.
    Apel , Karl-Otto (1988) .Diskurs und Verantwortung :Das Problem des Übergangs zur postkonventionellen Moral . Frankfurt am Main: Suhrkamp
    Apel , Karl-Otto (1992) . “Normatively Grounding’Critical Theory’ through Recourse to the Lifeworld?A transcendental-Pragmatic Attempt to Think with Habermas against Habermas. In Axel Honneth, Thomas McCarthy, Claus Offe, and Albrecht Wellmer (eds.). Philosophical Interventions in the Unfinished Project of Enlightenment. the MIT Press,125-170.
    Apel , Karl-Otto (1993) . “Discourse Ethics as a Response to the Novel challenges of Today’s Reality to Coresponsibility.” In Journal of Religion.73:496-513.
    Apel , Karl-Otto( 1994a). Karl-Otto Apel Selected Essays—Volume One:Towards a Transcendental Semiotics .New Jersey :Humanities Press.
    Apel , Karl-Otto (1994b) . “Regulative Ideas or Sense-events? An Attempt to Determine the Logos of Hermeneutics.” In T. J. Stapleton (ed.).The Question of Hermeneutics .Kluwer,37-60.
    Apel , Karl-Otto (1996) . Karl-Otto Apel Selected Esseys—Volume Two:Ethics and the Theory of Rationality .New Jersey :Humanities Press.
    Apel , Karl-Otto (1997) . “Regulative ideas or truth-Happening?The attampt to answer the question of the conditions of the possibility of valid understanding.(with Gadamer’s reply).in The philosophy of Hans-Georg Gadamer .chicago:Open Court, 67-97.
    Apel , Karl-otto , ( 1998a) . Auseinandersetzungen .In Erprobung des transzendentalpragmatischen Ansatzes, Frankfurt am Main: Suhrkamp.
    Apel , Karl-Otto (1998b) . “My Intellectual Biography in the Context of Contemporary Philosophy”.香港新亞書院錢穆講座講稿，未出版。
    Apel, Karl-Otto、Mohanty , J. N.、Quiton, Anthony(1978). “Discussion—Theories of Meaning in the Analytic and Continental Traditions “in Graduate Faulty Philosophy Journal ,Vol.7 (1) ,79-105.
    Bernstein, Richard J.(1983). Beyond Objectivism and Relativism. Oxford: Basil Blackwell.
    Biesta ,Gert (1998) . “The Right to Philosophy of Education: From Critique to deconstruction “ . Philosophy of Education (Http://www.ed.uiuc.edu/EPS/PES Yearbook/1998/biesta.html)
    Blake, Nigel (1995): Ideal Speech Condition, Modern Discourse and Education. In Journal of Philosophy of Education, 29(3) , 355-67.
    Bontekoe, Ronald (1996) . Dimensions of the Hermeneutic Circle. New Jersey:Humanities Press.
    Burbles,Nicolas C.(1998).”Modes of criticality as modes of teaching”. Philosophy of
    Education(Http://www.ed.uiuc.edu/EPS/PES Yearbook/1998/burbles.html)
    Burrel ,G. & Morgen, G (1979) .Sociological paradigms and organization analysis .Heinemann Educational Books.
    Carr, David (1989). The Life-World Revisited. In J. N. Mohanty and William R. Mckenna (eds.) . Husserl’s Phenomenology: A Textbook . Center for Advanced Research in Phenomenology ; Washington, D.C. : University Press of America.
    Caygill , Howard (1995) . A Kant Dictionary. Oxford : Basil Blackwell.
    Connolly , John M. & Keutner, Thomas (eds.) . Hermeneutics Versus Sciences? Indiana: University of Notre Dame Press.
    Derrida, Jacques (1981a) . Dissemination. Chicago: Chicago University Press.
    Derrida, Jacques (1981b) . Positions. Chicago: Chicago University Press.
    Derrida, Jacques (1982) . Margins of Philosophy. Chicago: Chicago University Press.
    Derrida, Jacques, (1978) .Writing and Difference. Alan Bass (trans.) Chicago:Chicago University Press.
    Derrida, Jacques, (1973) .Speech and Phenomena . Evanston : Northwestern University Press.
    Derrida, Jacques, (1976) .Of Grammatology . Md: John Hopkins University Press.
    Deryfus ,Hubert and Hall, Harrison (1992). Heidegger: A Critical Reader. Oxford/ Massachusetts : Basil Blackwell.
    Dreyfus, Hubert L. & Rabinow, Paul (eds.) (1984) . The Foucault Reader. London:Penguin Books.
    Dewey, John (1966) . Democarcy and Education .New York: The Free Press.
    Dlithey , Wilhelm (1988) . Introduction to the Human Sciences. Wayne State University Press.
    Edmlman, Murray (1988). Constructing the Political Spectacle .Chicago:University of Chicago Press.
    Eisner, E. W. (1979) . “Humanistic Trends and the curriculum Field”, in P. H. Taylor(ed.) . New Directions in Curriculum Studies .London: The Falmer Press。
    Fann, K. T. (1970) . Peirce’s Theory of Abduction . Hague, Holland: Martinus Nijhoff.
    Farber, M. (1943) . The Foundation of Phenomenology . Albany: Suny Press.
    Feyerabend, Paul (1993). Against Method London ; New York : Verso.
    Fish, Stanley(1989). Doing What Comes Naturally. Durham , N. C. :Duke University Press.
    Foucault, Michel (1983) . The Subject and Power. in Hubert L. Dreyfus and Paul Rabinow (eds.) (1983) . Michel Foucault : Beyond Structuralism and Hermenentics , pp208-26. New York: Harvester Press.
    Foucault, Michel (1984) . What is Enlightenment?, in Dreyfus, Hubert L. and Rabinow, Paul (eds.) . The Foucault Reader .London: Penguin Books.
    Foucault, Michel (1988) . Technologies of the Self. In Martin, Luther H.;Gutman, Huck & Hutton, Partick H. (eds.) (1988) . Technologies of the Self. London:Tavistock Publications, pp16-49.
    Foucault, Michel (1997) . “The Hermeneutic of subject” .In P. Rabinow.(Ed.). Ethics: Subjectivity and Truth .New York :The New Press.
    Gadamer, Hans-Georg (1960) . Wahrheit und MothodeⅠ、Ⅱ. Tübingen : Mohr Siebeck.
    Gadamer, Hans-Georg (1976) . Philosophical Hermeneutics. London: University of California Press.
    Gadamer, Hans-George (1982) . Reason in the age of science. Cambridge, Mass.:MIT Press
    Gadamer, Hans-George (1988) .“ On the Circle of Understanding” in John M. Connolly & Thomas Keutner (eds.) . Hermeneutics Versus Sciences? Indiana: University of Notre Dame Press.
    Gadamer, Hans-Georg (2001) . Das Problem des historischen Bewußtseins. Tübingen: Mohr Siebeck.
    Gallagher, Shaun. (1992) . Hermeneutics and Education. Albany : State University of New York Press.
    Habermas, Jürgen (1970): Toward a Theory of Communicative Competence. Inquiry, 13, 360-75.
    Habermas, Jürgen (1971) . Knowledge and Human interest. Boston: Beacon.
    Habermas, Jürgen (1975) . Legitimation Crisis , Boston: Beacon.
    Habermas, Jürgen, McCarthy, T. (trans.) (1979). Communication and Evolution of Society. Cambridge: Polity Press.
    Habermas, Jürgen (1982) .The Entwinement of Myth and Enlightenment:Re-Reading Dialectic of Enlightenment. New German Critique. Vol. 26, 13-30.
    Habermas, Jürgen (1984) . The Theory of Communication Action, vol.1, Reason and The Rationalization of society. Cambridge: Polity Press.
    Habermas, Jürgen (1988) . On the Logic of Social Science. Cambridge: Polity Press.
    Habermas, Jürgen (1992) .Postmetaphysical Thinking: Philosophical Essays. Cambridge Massachusetts : The MIT Press.
    Habermas , Jürgen (1996). “Modernity : An Unfinished Project “ in Habermas and the Unfinished project of Modernity . Cambridge : Polity Press.
    Habermas , Jürgen (2001) . The Liberating Power of Symbols —Philosophical Essays . Cambridge , Massachusetts: The MIT Press.
    Haller, Rudolf(1993). Neopositivismus—Eine historische Einführung in die Philosophie des Wiener Kreises . Darmstadt : Wissenschaftliche Buchgesellschaft.
    Heelan, Patrick A.(1989). Husserl’s Philosophy of Science. In J. N. Mohanty and Willian R. Mckenna (eds.) . Husserl’s Phenomenology: A Textbook. Center for Advanced Research in Phenomenology ; Washington, D.C. : University Press of America.
    Heidegger, Martin (1980). Index zu Heideggers “Sein und Zeit”, Tübingen: Max Nimeyer。
    Heidegger,Martin (1986/1927) .Sein und Zeit .Tübingen : Niemeyer.
    Hollinger, Robert(1994). Postmodernism and the Social Sciences—A Thematic Approach. London: Sage Publications.
    Hume , David (1975) . Enquiries : Concerning Human Understanding and Concerning the Principles of Morals . Oxford: Oxford University.
    Hume , David (1978) . A Treatise on Human Nature . Oxford: Oxford University.
    Husserl, Edmund( 1965 ).Phenomenology and the Crisis of philosophy. New York:Harper & Row.
    Husserl, Edmund (1970) .The Crisis of European sciences and transcendental phenomenology: An introduction to phenomenological philosophy.Evanston, IL :Northwestern University Press.
    Husserl, Edmund (1977 ) . Cartesian Meditations: An Introduction to metaphysics . The Hague: Martinus Nijhoff.
    Kant , Immanuel, Norman Kemp Smith (trans.) (1933). Immanuel Kant’s Critiaue of Pure Reason . London : Macmillan..
    Kant, Immanuel (1970) .“An Answer to the Question: What is Enlightenment? “in, Nisbet. H. B. trans., Hans Reiss ed. (1970) : Kant’s Political Writings. Cambridge: Cambridge University Press.
    Kant , Immanuel, Lewis White Beck (trans.) (1990). Foundations of the Metaphysics of Morals、An Answer to the Question: What is Enlightenment ? New York: Macmillan..
    Kuhn, Thomas (1970) . The Structure of Scientific Revolution, Chicago: The University of Chicago Press.
    Landgrebe, L. (1977) . Phenomenology as transcendental theory of history. In F. Elliston & McCormick(eds.). Husserl’s expositions and appraisals. Notre dame, IN: University of Notre dame Press.
    Linn (1984) .“Quantitative Methods in Research on Teaching” in Merlin C. Wittrock (ed.). Handbool of Research on Teaching .N. Y.:Macmillan.
    Logister , Louis(2000) . “In search of a methodological foundation for applied ethics” . (Http://www.bu.edu/wcp/Papers/Oapp/Oapplogi.htm)
    Macann, Christopher (ed.) (1996). Critical Heidegger . London: Routledge.
    Margaret Masterman (1970) : “The Nature of A Paradigm” ,in Imre and Alan Musgrove (eds.) . Criticism and Growth of Knowledge . Cambridge University Press.
    Martinez, Roy (1997) , The Very Idea of Radical Hermeneutics, New Jersey:Humanities Press.
    McGuire,W. J.(1989). A Perspectivist approach to the strategic planning of programmatic scientific research. In B. Gholson et al.,(Eds.). Psychology of Science: Contributions to meta-science. New York: Cambridge University Press, 214-45.
    Merleau-Ponty, Maurice (1962) . Phenomenology of Perception. New York:Humanities Press.
    Mohanty, J. N. (1976). Edmund Husserl’s Theory of Meaning. Hague: Martinus Nijhoff.
    Moustakas, Clark(1994). Phenomenological Research Methods. London：International Education and Professional Publisher.
    Nietzsche, Friedrich (1979) .“On Truth and Lie in a Nonmoral Sense” In Philosophy and Truth, Selections from Nietzsche in the Early 1870’s. Atlantic City. N.J.: Humanties Press.
    Orth, Ernst Wolfgang (1985 ) . Dilthey und die Phiosophie der Gegenwart Verlan Karl Alber Freiburg/München.
    Pamler, Richard E. (1969). Hermeneutics : interpretation theory in Schleiermacher, Dilthey, Heidegger, and Gadamer. Evanston [Ill.]:Northwestern University Press.
    Peirce, Charles Sanders (1998). Collected papers of Charles Sanders Peirce. Bristol : Thoemmes Press.
    Popkewitz Thomas S. (1984) .Paradigm and ideology in educational research:the social functions of the intellectual. London : Falmer Press.
    Reese-Schäfer, Walter (1990). Karl-Otto Apel zur Einführung. Hamburg: Junius.
    Ricoeur, Paul (1981) .Hermeneutics and the human sciences : essays on language, action, and interpretation. New York : Cambridge University Press.
    Rorty, Richard( 1989). Contigency, irony, and solidarity. Cambridge: Cambridge University Press.
    Rosenau , Pauline Marie ( 1992 ) . Post-Modernism and the Social sciences .Princeton University Press.
    Sankey, Howard (1994) . The Incommensurability Thesis .Aldershot / Brookfield:Avebury.
    Schleiermacher, Friedrich (1998) . Hermeneutics and Criticism. Cambridge:Cambridge University Press.
    Sokolowski, Robert (1979) . Exact Science and the world in which we live. In Elisabeth Ströker (ed.) . Lebenswelt und Wissenschaft in der Philosophie Edmund Husserls. Frankfurt am Main : Klostermann
    Sonw, C. P. (1959) .The Two Cultures and the Scientific Revolution. Encounter Vol.12, 17-24.
    Sonw, C. P. (1960) .The “The Two Cultures” controversy: Afterthoughts.. Encounter Vol.14 , 64-8.
    Sonw, C. P. (1969). The Two Cultures . Cambridge: Cambridge University Press.
    Spradley , J. P. (1980) . Participant observation . New York: Holt, Rinehart and Winston.
    Stenius, E.( 1964) . Wittgenstein’s Tractatus . Oxford: Blackwell,.
    Stegmüller, Wolfgang (1988 ) .“ Walther von der Vogelweide’s Lyric of Dream-Love and Quasar 3C 273 : Reflection on the so-called ‘circle of understanding ‘and on the so-called ‘theory-ladenness’ of observations” in John M. Connolly & Thomas Keutner ( eds. ) . Hermeneutics Versus Sciences? Indiana:University of Notre Dame Press.
    Stewart, David & Mickunas, Algis(1990). Exploring Phenomenology: A Gide to the Field and its Literature . Athens: Ohio University Press.
    Ströker, Elisabeth (1979) . Lebenswelt und Wissenschaft in der Philosophie Edmund Husserls. Frankfurt am Main : Klostermann
    Ströker, Elisabeth (1987) . The Husserlian foundations of science. Center for Advanced Research in Phenomenology ; Washington, D.C. : University Press of America,
    Tugendhat, Ernst (1996). Heidegger’s idea of truth. In Christopher Macann(ed.) Critical Heidegger. London : Routleedge.
    Vandenberg, Donald (1971) . Being and Education. Englewood Cliffs NJ:Prentice-Hall.
    Vandenberg, Donald (1997). Phenomenological Research in the study of Education .In D. Vandenberg(ed.). Phenomenology & Educational discourse. Johannesburg: Heinemann Higher & Further Education. (Pty).PP3-37.
    Vandenberg, Donald (1974) . Phenomenology and Educational Research . In Existentialism and Phenomenology in Education. New York : Teachers College Press
    Von Wright, G. H. (1971) . Explanation and Understanding . New York :Cornell University Press.
    Von Wright, G. H. (1974) . Causality and Determinism .Columbia University Press.
    Waldenfels, Bernhard (1994) . In den Netzen der Lebenswelt. Frankfurt a. M.：Suhrkamp.
    Westphal, Merold (1997) . Positive Postmodernism as Radical Hermeneutics, in Roy Martinez (ed.) (1997) , The Very Idea of Radical Hermeneutics, New Jersey: Humanities Press, 48-63.
    Wittgenstein,Ludwig (1958) .Philosophical investigations . Oxford : Blackwell.
    Wittgenstein,Ludwig (1970) . Über Gewißheit, Frankfurt a.M.: Suhrkamp.
    Wittgenstein,Ludwig (1969) . On Certainty, Oxford: Basil Blackwell.
    Wittgenstein,Ludwig (1972 ) . Tractatus Logico-Philosophicus . London:Routledge.
    Wlton, Donn (1997) . “World”. In Lester Embree (ed.) . Encyclopedia of phenomenology. London : Kluwer Academic Publishers.
    Wood, Allen W. (1985) : Habermas’s Defense of Rationalism. In New German Critique .35, 145-64.
    Yang,Shen-Keng (1993) . “Explanation and Understanding in comparative Education”. In Bull. Nat’l Nor. Univ. Vol. 38: 1-18.
    Yang, Shen-Keng(1998) . “Axiological Reflections on Education Research”, In Comparison , Understanding and Teacher Education in International Perspective , Frankfurt am Main : Peter Lang, PR 119-134.
    Description: 博士
    國立政治大學
    教育研究所
    91
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G91NCCV8232012
    Data Type: thesis
    Appears in Collections:[Department of Education] Theses

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML2269View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback