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    題名: 斯普朗格「文化教育學」（Kulturpädagogik）與大學「通識教育」(I)
    其他題名: Spranger`s `Culture Pedagogy` and `General Education` in Higher Education
    作者: 陳幼慧
    貢獻者: 國立政治大學師資培育中心
    行政院國家科學委員會
    關鍵詞: 文化教育學;大學;通識教育
    日期: 2008
    上傳時間: 2012-11-30 10:44:30 (UTC+8)
    摘要: 大學教育除了是培育專業人才的園地以外，更是培養學生擁有完整人格的場域，因此，大學教育必須兼顧專門與通識之教育，以「全人教育」為理念，培育學生除了具備自身的專業能力之外，更擁有超越學科的知識、開闊的視野，促進學科間的整合與對話，藉以落實「人文主義」的教育精神。相較於自然科學追求實證、客觀的研究方法，人文科學則是以「詮釋」為主；教育工作者提供足以孕育人文素養的園地，一個個體主觀心靈與文化客觀精神的相遇場域。斯普朗格(Eduard Spranger) 的「文化教育學」（Kulturpädagogik）即是扣緊「人文主義精神」的本質立論，並以狄爾泰「精神科學」的意義建立其理論基礎。本研究希望藉由斯普朗格「文化教育學」之論述，探討我國大學通識教育之發展與困境。
    Higher education can be thought of as holistic education (or whole person education), which includes both specialized and general education, and promotes academic research and the advancement of humanism. General education may also be considered holistic in that it prevents students from becoming educationally isolated by a single disciplinary approach, while fostering interdisciplinary knowledge and experiences, leading students to the exploration and integration of interdisciplinary knowledge. Through general education the meaning of ‘humanism’ can be realized. Compared with natural science’s pursuit of positive and objective method, human science emphasizes the interpretation of meaning. The role of educators is to offer an environment which fosters the spirit of humanity, and where a subjective soul and objective spirit of culture can meet. Eduard Spranger’s ‘Culture Pedagogy’ (Kulturpädagogik) discusses the essence of humanism, standing in the tradition of the ‘Geistswissenschaften’ of William Diltheys. Researching Spranger’s ‘Culture Pedagogy’ can help expose the current deficiency of general education in higher education, in hopes that a greater emphasis on general education can be placed in higher education.
    關聯: 基礎研究
    學術補助
    研究期間:9708~ 9807
    研究經費:247仟元
    資料類型: report
    顯示於類別:[師資培育中心] 國科會研究計畫

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