生命證成專業: 一位教育行政人員的教育學傳記研究

Abstract

The orientation of this research is biographical study of pedagogy. This research collected one oral biography of educational administrator by narrative interview. The reporter was born from a poor family, graduated from normal school, and experienced the roles of teacher, principal and civil servant in his career. To explore how to transcend social discipline and how to search the possibilities of self-practice, the case study focuses on career transformation. Referring to the model of analysis of theoretical construction by Fritz Schütze (1987), German sociologist, this research analyzed oral biography of this case and interpreted the symbolic universe of the case as ＂profession as life justify.＂ It goes without saying that the ＂profession＂ of educational administrators was fundamentally based on the ＂biographical experiences＂ of subject, which were individual and practical, and were shaped and transformed from bildung of life rather than knowledge learning.

本研究採教育學傳記研究取向，以敘述訪談法採集一位教育行政人員的生命口述傳記。此個案出身單親貧窮家庭，在師範教育體系受教，歷經教師、公務人員與校長等職業角色轉換，在探尋超越規訓朝向自我實踐之可能性的研究意圖下，參照德國社會學者Fritz Schütze（1987）的理論建構分析方案，解讀該個案之口述傳記文本，詮釋出其職業生涯「生命證成專業」的主觀意義世界。質言之，教育行政人員的「專業性」在根本上乃奠基於生命主體的「傳記性經驗」，它是個別性的，是實踐性的，是經由生命陶成而塑形與轉化，並非僅靠知識學習所能促發。