超越實體本質了解的學校行政溝通模式--語言典範與學校行政行動承諾關係的探討

Abstract

語言典範的解析，常有助於學校行政人員了解溝通歷程中，「人」在溝 通行為中的根本假設。本文從哲學的假定性理論、敘述性理論、及規範性理論， 來比較表象語言典範與結構主義語言典範中，人在溝通時的角色與本質，並進一 步解讀其與學校行政行動承諾之間的相關性。結果發現，表象主義語言典範，所 引發的學校行政溝通行為常侷限於資訊的交換與實體本質質的了解，而結構主義 語言典範提供學校行政探尋一種生活實際範圍的溝通了解。因此，在結構主義語 言典範的運用，學校行政人員的溝通行為常能提供「可能性」的圖像解析。換言 之，此模式有利於獲取行政知識的發展性，行政的創意性，學校組織成員的充分 互動性與行政意義的延展性，對學校行政行動的承諾常有較積極的影響。

The analysis of languaging paradigm can usualy help undersdand theassumptions of " people " during the processes of school administrativecommunications. The study tries to compare assumptive theory, descriptivetheory and nomative theory between languaging respresentism andlanguaging structuralism and explores the different nature of people basedon different languaging paradigms in school administrative communications .Through the analysis, the study also attempts to analyze the relationshipsbetween the two languaging paradigms and the commitment of schooladministrative action. As a result, the school administrative communicationsin languaging structuralism paradigm which is better than that oflanguaging respresentim paradigm in achieving the internal commitment ofaction, because the commitment of action is associated with thedevelopment of knowledge, administrative creativity, sufficient interactionand emerging meaning. The major reason points out that incommunications languaging respresentism only provides people with theunderstanding of external reality and the exchange of information, butlanguaging structuralism provides people with the search for possiblepictures of school administrative reality.