E. Morin複雜思想理論及其教育意涵之研究

Abstract

本研究之目的在於梳理法國思想家Edgar Morin複雜思想理論中的重要概念，並且探索其教育論述。首先，第一章導論透過呈現社會環境與教育現場脈絡愈趨複雜的現象，鋪陳複雜理論作為一種教育學論述的可行性與可欲性，同時點出Morin思想在當代的重要性與影響，以證本研究探討其思想的合理性。在第二章文獻探討的部分，則透過陳述複雜理論發展歷程與特徵，一方面描述複雜理論之梗概，另方面則藉以定位Morin之思想，以其複雜思想中「混宇」、「複雜性典範」與「自組織」等為主要介紹的概念，並聚焦於Morin之生平、學術思想，嘗試開採其教育理念，根據本研究歸納，Morin思想中充滿自組織的概念，而其主要張力來自於秩序、混亂、互動與組織所形成的關係，並且以對話、循環與全息圖像等三個原則為核心，進而開展為複雜性、理解和共生等教育學向度。第三章則以「複雜性」為主軸，再進一步將其思想與教育學連結。而第四章「理解與共生的教育學」則嘗試描繪出Morin思想中獨特的人文關懷，是一種期待人與人相互理解並面對不確定性的圖像，論述全地球休戚與共的命運下，教育應該闡明廿世紀全球化危機的複雜樣態，並協助建構關於地球公民的意識。第五章結語的部分，研究者則延伸Morin的論述，藉以反思當前台灣教育的境況，並提出後續研究之建議，以期達成連結複雜理論與教育學之研究目的，以及對台灣教育有所啟思與迴響。

The purposes of study are to sort out the core concepts of French complexity theorist Edgar Morin; furthermore, explore pedagogical discourses within his thought. First of all, by showing the social and educational environment is becoming much more complex than before, the study spreads out the feasibility and desirability that complexity theory as a kind of pedagogical discourse. Meanwhile, in order to clarify the legitimacy of investigating Morin’s complexity thought, the study points out its importance and impact in contemporary society.\nIn the next part of literature review, the study tries to locate Morin’s thought by reviewing the process of development and characteristics of complexity theory. The study concludes that the concept of self-organization would play a crucial role in his thought, and the relationship between order, chaos, interaction and organization also been emphasized. Moreover, based on the three essential principles of dialogic, hologram and organization recursion, the study unfolds dimension of complexity pedagogy: complexity, symbiosis and understanding.