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| Title: | 社會正義為基礎的鄉村小校混齡教育
The Implementation of Mixed Age Education in Rural Schools: A Perspective of Social Justice |
| Authors: | 陳榮政;鄭同僚;徐永康
Chen, Robin Jumg-cheng;Cheng, Tung-liao;Hsu, Yung-kang |
| Contributors: | 教育系 |
| Keywords: | 社會正義;混齡教育;鄉村小校;實驗教育
Mixed age education;Social justice;Rural schools;Experimental education |
| Date: | 2020-10 |
| Issue Date: | 2024-06-12 12:00:18 (UTC+8) |
| Abstract: | 在經費有限下，維護鄉村小校營運與保護鄉村學生受教權，推動鄉村學校改革，成為先進國家的教育政策。談到鄉村小校，大眾認為鄉村小校和都市學校相比，課程缺乏深度、教師短缺、公共建設不足、辦學經費不夠、學生成效比不上都市或城鎮學校。以上現象，若只是個案的話，可能是學校本身作用不良，可派專家診斷，找出病因對症下藥；若是普遍現象，則從學校到政府都有責任。在政策上，改善鄉村小校的學習環境與學習成效，除了一致與周延地符應教育公共性內容，還蘊含社會正義的理念與具體作為。社會正義如何具體落實運用在鄉村小校呢？包含在微觀上注意教師、學生、學校權益，以及在宏觀上從社會整體的層面分析，落實社會正義的價值，就可得知教育政策如何看待鄉村小校。然而，在詮釋正義理論的過程中有不同觀點，對於正義理論的主張，單以1971年開始由J. Rawls的分配（distribution）導向的正義論並不足以系統性地說明維護鄉村小校的存在價值，本文乃以此說明Rawls正義論的不足，並提出Young的多重性的社會正義論點，除了Rawls的分配式正義外，還需要肯認式正義與連結式正義。最後，本文依據Young的多元正義論，建議鄉村小校未來發展方向之具體做法，作為落實近日修法協助鄉村小校之立法旨意。
Within the limited funding, maintaining rural schools’ operation, protecting the students’ right to education, and promoting school reform have become the advanced countries’ education policy. The public usually considers that rural schools are not comparable to urban schools in terms of developed curriculum, shortage of teachers and funding, insufficiency of infrastructure, and the gap of student’s learning outcome. If the situation mentioned above happens on a case-by-case basis, the reason is likely to be the school itself. In this case, the expert can be sent to evaluate the situation and tackle the problem. However, if the situation is commonplace, both schools and the government should take responsibility. The policy should improve the adverse learning environment and the learning outcome in rural schools, corresponding to the publicity in education as well as implying the concept and exertion of social justice. Through the awareness of the rights of faculty, students, and school from a micro perspective, social justice can be specifically applied to schools in rural areas. On the other hand, it is necessary to analyze the entire aspects of society from a macro perspective as well. Whether the value of social justice can be realized can be judged from the treatment made by the policy to the rural school. Nonetheless, there are different points of view of interpreting the theory of justice. Regarding the assertion made by the theory of justice, the distribution-oriented theory of justice proposed by John Rawls lacks systematic explanation to maintain the value of rural schools’ existence. The purpose of this study is to illustrate the insufficiency of Rawls’ theory of justice as well as proposing Young’s multiplicity point of the theory of justice. In addition to Rawls’ distribution theory, the justice of recognition and the justice of connection are required. |
| Relation: | 教育研究月刊, Vol.318, pp.69-83 |
| Data Type: | article |
| DOI 連結: | https://doi.org/10.3966/168063602020100318005 |
| DOI: | 10.3966/168063602020100318005 |
| Appears in Collections: | [教育學系] 期刊論文
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