Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/112239
題名: Heathcote專家衣缽典範及其教育美學意涵探究
A Study on Heathcote’s Paradigm of Mantle of the Expert and its Implication for the Educational Aesthetics
作者: 鄭黛瓊
Cheng, Tai Chiung
貢獻者: 馮朝霖
Fong, Tsao Lin
鄭黛瓊
Cheng, Tai Chiung
關鍵詞: 專家衣缽
學習劇
教育美學
Mantle of the expert
Drama for learning
Educational aesthetics
日期: 2017
上傳時間: 28-Aug-2017
摘要: 英國戲劇教育家Dorothy Heathcote在1970中葉發明了專家衣缽(Mantle of the Expert)教學策略,這是一種以社會角色為學習框架,整全系統性思考為基礎,引導學生認識世界,進而建構學生個人知識的方法,主張將戲劇視為學習模式發展出學習劇(drama for learning)。經過筆者由文獻的探究發現,過去對此方法的研究,多半專注在方法的功能性運作和效度的驗證上,卻缺乏的是以哲學的反思,去理解這個方法的背後成因。因此,本研究聚焦在這個基礎,以找出隱身在方法背後的思考與教育理念所產生的運作法則。為此,本研究方法採取溫和的詮釋學與默會致知理論,透過詮釋學的方法對蒐集的文獻進行理解、解釋與應用的檢證,以默會致知的理論與方法,向專家衣缽方法進行深究與開展。首先,本論文為Mantle of the Expert的中文譯名重新定義,在重啟文獻研究,修正過去譯名的模糊性,還原Heathcote命名的真實意義,將此名稱重譯為專家衣缽,強調其著重師徒傳承之意。據此,開展了專家衣缽教學模式的底層的運作系統-教育圖像、功能運作、支持的理論、教育美學(educational aesthetics)的定位。\n\n 在教育圖像的研究裡,本論文以師生互動模式為研究中心,建置了學生、教師的圖像,進而開顯出動態的師生互動模式,展現Heathcote的教育視野,視好的教學為動態而非靜態模式;在此教學法的功能運作的探究裡,發現Heathcote主張一種貼近人本來的學習模式-在社會中學習,故此,專家衣缽必定在教師引導和學生一起建置的社會狀態下進行致知;在方法的背後支持的理論體系裡,發現了五種理論支撐:Polanyi的默會理論與個人知識;Vygotsky的社會認知發展理論;Goffman的擬劇論、角色框架理論;Hall的文化理論裡的基礎訊息系統;Brecht的社會傾向的疏離劇場的形式與內容。承上述之研究,本論文發現了專家衣缽的真正目的在優質教育,而不只是戲劇藝術教育,Heathcote關注的是教育的普遍性,而非特殊性,因此,專家衣缽呈現出這樣的特質:一、「專家衣缽」典範是一種以創造來引導學習的教學模式;二、「專家衣缽」典範以「角色」(role)作為學習框架;三、專家衣缽典範定位於教育美學的範疇;四、以內容中心玩出能力。本研究企圖以這樣的深究,了解隱身此方法背後的複合式的內容與深層結構,讓專家衣缽這個教學典範成為可以理解與把握的方法,不再神秘。
Dorothy Heathcote, a British drama educationist, invented “Mantle of the Expert”, an instructional strategy, in the mid-1970s. This is a method based on holistic systematic thinking. It guides students to comprehend the world, and helps construct students’ personal knowledge. She saw drama as a learning model (drama for learning). From the author’s exploration into the literatures, it was found that previous researches focused mostly on the functional operation and verification of its validity of this method, and is lacking in the understanding for the origin of this method with philosophical reflections. Therefore, this dissertation focused on the basis of the method, and tried to find out the thinking behind it and the principles of operation stemmed from her ideas of education. Thus, the research adopted the theories of moderate hermeneutics and tacit knowing, tried to comprehend, explain and apply the literatures collected in a hermeneutic way, and furtherer explored and developed this strategy though the theory and method of tacit knowing. Firstly, the dissertation redefined the Chinese translation of “Mantle of the Expert”. Then it restarted researches on the literatures, resolved the ambiguity of previous translation, and restored the real meaning behind the name given by Heathcote. “Mantle of the Expert” is re-translated as “專家衣缽” to focus on its emphasis on the inheritance between teachers and students. As a result, the operative systems under “Mantle of the Expert”—education-picture, functional operations, supporting theories, and its position in educational aesthetics—were revealed. \n\n In the aspect of education-picture, the dissertation took the interactions between teachers and students as the center for research, established the pictures of students and teachers, and revealed dynamic teacher-student interactions. Heathcote’s perspective on education, which sees good instruction as more dynamic than static, was revealed. In exploring the functional operations, it was found that Heathcote suggested a model that is close to the way men to learn—learning in the society. Therefore, in “Mantle of the Expert”, knowing must be acquired in a social situation constructed by students with guidance from the teacher. As to the supporting theoretical systems, five theories were found: Polanyi’s Tacit Theory and Personal Knowledge by Polanyi; Vygotsky’s theory of social cognitive development; Goffman’s Dramaturgical Theory and Role Distance Theory; Hall’s Primary Message Systems in his cultural theory; forms and contents from Brecht’s Theater of Estrangement. From researches mentioned above, the essay found that the real purpose of “Mantle of the Expert” is for quality education, rather than education of dramatic art. She focused on universality of education instead of particularity. Therefore, these qualities are shown in this strategy: First, the paradigm of “Mantle of the Expert” is an instructional model that guides learning through creation; Second, the paradigm of “Mantle of the Expert” uses “role” as the frame for learning; Third, the paradigm of “Mantle of the Expert” is positioned in the realm of aesthetics of education; Fourth, abilities are developed through content-centered playing. With this in-depth exploration, this dissertation tried to understand the complex contents and deep structures hidden behind this method, and made this instructional paradigm an understandable and applicable method that will no longer be mysterious.
參考文獻: 一、中文圖書\n丁凡(譯)(2012)。劇場人類學辭典(原作者:Eugenio Barba、Nicola Savarese)。台北:書林出版社。\n方永泉(譯)(2003)。受壓迫者教育學(原作者:Paulo Freire)。台北:巨流。\n多人(譯)(1996)。遊戲的人(原作者:J. Huizinga)。杭州:中國美術學院(原著出版年:1949)。\n吳建緯(譯)(2013)。會玩才會學(原文作者:Peter Gray)。台北:今周刊。\n汪芸譯(2007)。吳健豐繪。神奇樹屋28:逃出大海嘯(原作者:Osborne, M. P.),台北:小天下出版社。\n李崇建(2006)。移動的學校-體制外的學習天空。台北:寶瓶文化。\n李連珠(譯)(1998)。全語言的「全」全在哪裡?(原作者:Ken Goodman)。台北:信誼基金出版社。(原著出版年:1986)\n林逢祺、洪仁進(2013)。教育哲學。台北:學富文化。\n林逢祺(2015)。教育哲學:一個美學提案。台北:五南。\n林邦文(譯)(2008)。解放教育學:轉化教育對話錄(原作者:Ira Shor/ Paulo Freire)。台北:巨流圖書公司。(原著出版年:1987)\n郁振華(2012)。人類知識的默會維度。北京:北京大學出版社。\n高宣揚(1999)。結構主義。台北:遠流出版公司。\n洪詠善(2013)。藝術為本的教師專業發展。台北:國家教育研究院。\n徐宗國譯(1997)。質性研究概論(原作者:Anselm Strauss與Juliet Corbin)。台北市:巨流出版社。\n徐江敏等譯(1992)。日常生活中的自我表演(原作者:Goffman, E.)。苗栗:桂冠。(原著出版年:1959)\n許澤民譯(2004)。個人知識:邁向後批判哲學(原作者:Michael Polanyi)。台北:商周出版。(原作出版年:1958)\n陳一壯(譯)(2004)。複雜性理論與教育問題(原作者:Edgar Morin)。北京:北京大學。(原著出版年:2003)\n陳恆輝、陳瑞如(2001)。戲劇教育:讓兒童在戲劇中學習和成長。香港:嘉昱有限公司。\n陳宥儒等譯(2013)。教育心理學-教與學的理論與實踐(原作者:Robert J. Sternberg & Wendy M. Williams; 總校閱:詹志禹、吳璧純)。台北:華騰文化。\n陳榮華(2011)。高達美詮釋學:《真理與方法》導讀。台北:三民書局。\n張曉華等11人(2014)。教育戲劇跨領域統整教學課程設計與實務。台北:心理出版社。\n黃婉萍、舒志義(譯)(2014)。蓋文伯頓:教育戲劇精選文集(原作者:Gavin Bolton,編者:David Davis)。台北:心理出版社。\n馮朝霖(2000)。教育哲學專論—主體、情性與創化。台北:元照出版。\n馮朝霖、王俊斌(2003)。詮釋學的發展與教育哲學。載於邱兆偉(主編),當代教育哲學(p.91-126)。台北:師大書院出版。\n馮朝霖(2006a)。希望與參化-Freire教育美學推衍與補充之嘗試。載於王慧蘭、李錦旭(主編),批判教育學:台灣的探索(137-167),台北:心理出版社。\n馮朝霖(2016)。乘風尋度。新竹:道禾出版。\n劉兆岩(譯)(2001)。冰山的一角:掌握影響組織成敗的隱形力量(原作者:David Hutchens)。台北:天下文化。\n鄒川雄(2006)。通識教育與經點詮釋:一個教育社會學的反省。高雄:南華教社所。\n齊若蘭譯(2012)。學創意現在就該懂的事(原作者:Tina Seelig)。台北:遠流出版社。(原作出版年:2012)\n蔡柏盈(2010)。從字句到結構:學術論文寫作指引。台北:台大寫作教學中心。\n鄭黛瓊(譯)(1999)。戲劇教學:啟動多彩的心(原作者:Juliana Saxton & Norah Morgan)。台北:心理出版社。\n鄭黛瓊、鄭黛君(譯)(2006)。戲劇教學-桃樂絲希斯考特的「專家外衣」教育模式(原作者:Dorothy Heathcote & Gavin Bolton)。台北:心理出版社。(原著出版年:1995)\n藍雲、陳世佳譯(2009)。教學的勇氣—探索教師生命的內在世界(原作者:Parker J. Palmer)。台北:心理。(原出版年:1998)\n羅若蘋(譯)(1999)。學習與知識(原作者:克里希那穆提)。台北:方智出版社。\n\n二、學位論文\n甘季碧、林玫君(2009)。「教育戲劇」應用於幼稚園教學知行動探究-以「專家外衣」為例。「第三屆教育與文化論壇幼兒/文學/戲劇以戲劇為鷹架的學習」研討會論文集。屏東教育大學,屏東市。p.217-243。\n李孟穎(2013)。以慣例方法實踐九年一貫課程戲劇教育雙重教育目標之研究(未出版之碩士論文)。國立台北藝術大學,台北市。\n吳承澤(2009)。論台灣實驗劇場中的烏托邦理念及其實踐(1970 - 1989) ( 未出版之博士論文)。國立台北藝術大學,台北市。\n徐永康(2015)。全人教育與體現認知論(未出版之博士論文)。國立政治大學,台北市。\n曾宛怡(2016)。運用專家外衣融入幼兒園客家婚禮主題課程之敘說探究(未出版之碩士論文)。國立新竹教育大學,新竹市。\n廖淑文(2006)。戲劇教學案例建立之研究~以國小藝術與人文領域為例(未出版之碩士論文)。國立台南大學,台南市。\n鄭黛瓊(2014.10)。「專家外衣」教學模式裡知識湧現歷程之研究—以苗栗建功國小的一堂示範教學為例。「2014當代教育與文化思潮研討會」發表之論文(未出版)。國立政治大學幼兒教育研究所與台灣兒童閱讀學會。\n謝慧齡(2006)。教育戲劇之專家外衣教學活動應用於國民小學生活課程(未出版之\n碩士論文)。國立台灣藝術大學,新北市。\nHesten, Sandra (1994), The Construction of an Archive and the Presentation of Philosophical, Epistemological and Methodological Issues Relating to Dorothy \nHeathcote’s Drama in Education Approach, available from http://www.mantleoftheexpert.com/about-moe/archives/dh-archive/ .\nZannetou-Papacosta, Maria(2002), Dorothy Heathcote’s Use of Drama for Education: in Search of a System(Doctoral dissertation). Available from BCU。\n\n三、期刊\n林玫君(2006.11)。英美戲劇教育之歷史與發展。美育雙月刊,154,78-83。\n容淑華(2001.5)。英國教育劇場理論與實踐之研究。台灣戲專學刊,3,96-112。\n陳晞如(2012.3)。話說從頭:翻開台灣兒童戲劇教育史(1945-1986)。美育雙月刊,186,86-96。\n郭朝順(2001.1)。從哲學人類學看通識教育中的「全人」理念--以馬克斯.謝勒(Max Sheler)的《人在宇宙中的地位》(Die Stellung des Menschen im Kosmos)為基礎。元培技術學院第一屆通識教育論文集。取自http://buddhism.lib.ntu.edu.tw/FULLTEXT/JR-MISC/misc106675.htm 。\n陳韻文(2006.1)。英國教育戲劇的發展脈絡。戲劇學刊,3,39-62。\n鄭黛瓊(2000.9)。共思未來戲劇教育的面貌─英國全國戲劇協會二○○○年會議。美育雙月刊,117,93-95。\n鄭黛瓊(譯) (2001.7)。戲劇、學習與心智發展(原作者:David Davis, “Drama, Learning and Mental Development”)。美育雙月刊,122,81-86。\n鄭黛瓊(2003)。台灣戲劇教育的發展初探。經國學報,19,117-129。取自http://203.64.136.230:8080/ir/retrieve/196/v.19-117-129.pdf 。\n鄭黛瓊(2005.9),戲劇可以教學嗎?,美育雙月刊,147,22-29。\n鄭黛瓊(2010.7)。戲劇中的陶養:戲劇活動中的師生互動的圖像。美育雙月刊,176,64-70。\n鄭黛瓊(2010.11)。戲劇中的陶養—戲劇活動中師生互動的圖像。美育雙月刊,178,64-70。\n鄭黛瓊(2012.7)。「專家外衣」教學法裡戲劇與閱讀的邂逅—從苗栗建功國小的一堂課說起。美育雙月刊,188,44-49。\n鄭黛瓊(2012.3)。Dorothy Heathcote:終生為教與學而創造的戲劇教育家。美育,186,44-48。\n鄭黛瓊(2013.3)。漫步於求知與遊戲間的負責專家-Heathcote「專家外衣」戲劇教學法的人類圖像探究。戲劇教育與劇場研究,3,7-28。\n張德齡(2016.6),教室應該不一樣—主題式教學。未來Family,12。\n\n四、西文圖書\nBolton, G. (1998). Acting in Classroom Drama: a Critical Analysis. Birmingham: UCE(Trentham Books).\nBolton, G. & Heathcote, D. (1999). So You Want to Use Role-Play? : A New Approach in How to Plan. Stoke on Trent: Trentham Books.\nBolton, G. (2003). Dorothy Heathcote’s Story: biography of a a remarkable drama teacher. Stoke on Trent: Trentham Books.\nBolton, G. (2010). Aims and Objectives. In D. Davis(ed.), Gavin Bolton: Essential Writings(pp. 45-62). Stoke on Trent: Trentham Books.\nDavis, D. (2014). Imaging The Real, Stoke on Trent: Trentham Books.\nEsslin, M. (1959), Brecht: A Choice of Evils, London: Methuen London Ltd.\nGoffman, E. (1959). The Presentation of Self in Everyday Life. NY: Anchor Books.\nGoffman, E. (1974). Frame Analysis. Boston: Northeastern University Press.\nHall, E. T.(1973). The Silent Language. NY: Anchor Books.\nHeathcote, D.(1980). From the Particular to the Universal. In K. Robinson(ed.), Exploring Theatre & Education(pp.7-50), London: Heinemann Educational Books. \nHeathcote, D. & Bolton, G. (1995). Drama for Learning—Dorothy Heathcote’s Mantle of the Expert Approach to Education. Portsmouth: Heinemann.\nHeathcote, D. & Bolton, G.(1997). Dorothy Heathcote reflects with Gavin Bolton. In Davis, D.(ed.), Interactive Research in Drama in Education(pp. 7-40). Staffordshire: Trentham Books. \nHornbrook D.(1989),Education and Dramatic Art,London: Routledge.\nJohnson, L. & O’Neill, C. (eds.)(1984), Dorothy Heathcote: Collected Writings on Education and Drama, Evanston: Northwestern University Press.\nLinds, Warren(2006). Metaxis: dancing (in) the in-between. In Cohen-Cruz, J. and Schutzman, M.(eds.), A Boal Companion: Dialogues on Theatre and Cultural Politics.(pp.114-124). London:Routledge.\nMuir, A.(1996). New Beiginnings: Knowledge and Form in the Drama of Bertolt Brecht and Dorothy Heathcote. London: Trentham Books.\nMorgan, N. & Saxton. J.(1987). Teaching Drama: A Mind of Many Wonders. Portsmouth: Heinemann.\nNeelands, J. (1984). Making Sense of Drama, Portsmouth: Heinemann.\nO’Neill, C.(ed)(2015). Dorothy Heathcote on Education and Drama: Essential Writings, NY: Routledge.\nO’Neill, C.(1995). “Forward” to Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Portsmouth: Heinemann.\nO’Neill, C.(ed.)(2015). Dorothy Heathcote on Education and Drama. NY: Routledge.\nPolanyi, M. (1966). The Tacit Dimension. Chicago: The University of Chicago Press.\nRieber, R. W. (ed.) (1999). The Collected Works of L.S. Vygotsky: Volume 6 Scientific Legacy. London: Kluwer Academic/ Plenum Publishers.\nTaylor, Tim (2016). A Beginner’s Guide to Mantle of the Expert: A Transformation Approach to Education. Norwich: Singular Publishing.\nToye, N. & Prendiville, F.(2000). Drama and Traditional Story for the Early Years. London: Routledge.\nWagner, B. J. (1976). Dorothy Heathcote: Drama as a Learning Medium. Portsmouth: Heinemann.\nWagner, B. J. (1999). Dorothy Heathcote: Drama as a Learning Medium. Portsmouth: Heinemann. (Revised edition)\nWillett, J.(1957). Brecht on Thtre. London:Methuen. \n\n五、西文期刊\nBryer, T. (1990.7), “Dorothy Heathcote’s mantle of the Expert and Rolling Role: A personal Account of Two Historic Conferences held Earlier This Year”, Drama Broadsheet, Winter, Vol.7.3. 2-7.\nDavid Booth(2012.4). Reconsidering Dorothy Heathcote’s Educational Legacy. Drama Research. Vol.3 No.1. 1-19. \nHeathcote, D. & Herbert, P.(1985). “A Drama of Learning: Mantle of the Expert”. Theroy into Practice. 24/3, 173-180.\n\n六、網路資源\n馮朝霖(2006b)。謙卑、敢行與參化-教育美學在全人另類學校的開顯。李崇建部落格收錄。取自http://im80081888.pixnet.net/blog/post/2967760-%E8%AC%99%E5%8D%91%E3%80%81%E6%95%A2%E8%A1%8C%E8%88%87%E5%8F%83%E5%8C%96%EF%BC%8D%E6%95%99%E8%82%B2%E7%BE%8E%E5%AD%B8%E5%9C%A8%E5%85%A8%E4%BA%BA%E5%8F%A6%E9%A1%9E%E5%AD%B8%E6%A0%A1。\n吳清山、林天佑(2017)。全人教育。取自htttp://sf.csj.ks.edu.tw/pub/exam-adm/B-%B1%D0%A8%7C%A6W%B5%FC%B8%D1%C4%C0/%A6W%B5%FC%B8%D1%C4%C004--%A5%FE%A4H%B1%D0%A8%7C&%B3q%C3%D1%B1%D0%A8%7C.htm。\n張錦弘(2015-03-26)。 芬蘭提出的「培養孩子7種橫向能力(莊蕙嘉編譯),聯合報。取自http://udn.com/news/story/6902/789326-%E8%8A%AC%E8%98%AD%E6%95%99%E6%94%B9-%E5%B0%87%E6%8E%A8%E8%B7%A8%E5%AD%B8%E7%A7%91%E4%B8%BB%E9%A1%8C%E6%95%99%E5%AD%B8https://www.youtube.com/watch?v=4lOx2XrqFZs。\n張曉華(2000)。戲劇課程教學概論。「第三屆華文藝戲劇節台北2000學術研討會」發表論文,中華戲劇學會主辦。取自http://web.arte.gov.tw/art-edu-study/91drama-edu-seminar/07/txt-2/20020813-1.htm。\n張曉華(2006)。新設的台灣與英美戲劇教育之發展與比較。取自http://teach.eje.edu.tw/resource/resource_SIG.php?GID=SIG00004。\n蔡宗憲(2016)。張忠謀:知識綜合者將是新時代前10%的重要人才。取自http://news.cnyes.com/Content/20160701/20160701194341000440611.shtml。\n馮朝霖(2009)。教育美學與美學領導。取自https://www.google.com.tw/webhp?ie=UTF-8&rct=j#q=%E3%80%8C%E6%95%99%E8%82%B2%E4%B9%83%E6%88%90%E4%BA%BA%E4%B9%8B%E7%BE%8E%E7%9A%84%E8%97%9D%E8%A1%93%E3%80%8D(%E9%A6%AE%E6%9C%9D%E9%9C%96%EF%BC%8C2009)。\nBoland, G.(2013). Role and Role Distance: The Heathcote/ Carroll Collaboration that reframed the social context for drama-based learning and teaching. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/14452294.2013.11649563.\nBooth, D. (2012, April). Reconsidering Dorothy Heathcote’s Educational Legacy, Drama Research, Vol.3 No.1, National Drama. Retrieved from http://www.nationaldrama.org.uk/journal/wp-content/uploads/sites/2/Testimony.pdf . \nDictionary.com(2017). Retrieved from http://www.dictionary.com/browse/mantle?s=t.\nHeathcote, D.(2002). Contexts for Active Learning- Four models to forge links between schooling and society. Retrieved from http://www.moeplanning.co.uk/wp-content/uploads/2008/05/dh-contexts-for-active-learning.pdf.\nHesten, S.(2011). Dorothy Heathcote Orbituary. Retrieved from https://www.theguardian.com/education/2011/nov/17/dorothy-heathcote.\nOxford Living Dictionaries(2017). Retrieved from https://en.oxforddictionaries.com/definition/mantle.\nThe Free dictionary(2017). Retrieved from http://www.thefreedictionary.com/mantle.\n\n七、影片\nDorothy Heathcote教NYU學生專家衣缽方法的影片-Performance Workshop,主題:Becoming a Teacher - Employing Drama into the Classroom。取自http://int.search.tb.ask.com/search/video.jhtml?n=782b6939&p2=%5EBX2%5Expt816%5ES17547%5Etw&pg=video&pn=1&ptb=4BE108BD-67DE-45BC-907D-FB7D50BF18FB&qs=&searchfor=Dorothy+Heathcote&si=COiG86STmtACFYRjvAodVBoA7Q&ss=sub&st=sb&tpr=sbt。\nDir. Ronald Smedle (1971). Dorothy Heathcote: Three Looms Waiting BBC Omnibus,Available from https://www.youtube.com/watch?v=owKiUO99qrw .UK: BBC. (in Man in a Mess).\nBBC North East(1981). Dorothy Heathcote: Blackley and Broadene - The Shoe Factory Part 1&2. Available from https://www.youtube.com/watch?v=bBzSYEY9eQs. UK:BBC. (in Mantle of the Expert)
描述: 博士
國立政治大學
教育學系
96152502
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0096152502
資料類型: thesis
Appears in Collections:學位論文

Files in This Item:
File SizeFormat
250201.pdf5.7 MBAdobe PDF2View/Open
Show full item record

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.