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題名 E. Morin複雜思想理論及其教育意涵之研究
A Study on E. Morin`s Complexity Thought and Its Implications for Education作者 洪崇淵
Hong, Chung Yaun貢獻者 馮朝霖
Fong, Chao Lin
洪崇淵
Hong, Chung Yaun關鍵詞 複雜理論
自組織
複雜性
理解
共生
Edgar Morin
complexity theory
self-organization
complexity
understanding
symbiosis
Edgar Morin日期 2016 上傳時間 1-三月-2016 10:51:49 (UTC+8) 摘要 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.In 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.參考文獻 中文文獻吳泓緲、馮學俊(譯)（2004）。E. Morin著。方法：自然之天性。北京：北京大學。吳邵宜(譯)（2010）。F. Dortier著。法國視角下的社會學史與社會學思想。北京：北京大學。吳清山（2006）。我國多元化師資培育政策檢討與策進。載於黃乃熒（主編），教育政策科學與實務（頁 283-304）。台北：心理。施植明(譯)（1993）。E. Morin著。複合思想導論。台北市：時報文化。秦海鷹(譯)（2002）。方法：思想觀念—生境、生命、習性與組織。北京：北京大學。楊銀興、林政逸、劉健慧（2007）。我國多元化師資培育政策問題影響評估。教育理論與實踐學刊，16，1-21。馬勝利(譯)（1997）。E. Morin著。地球祖國。台北：聯經。高宣揚（2006）。莫蘭對現代知識和教育的反思。跨文化對話，18，109-118。康征、齊小曼(譯)（2005）。反思歐洲。北京：三聯書店。陳一壯（2007）。埃德加‧莫蘭複雜性思想評述。長沙：中南大學。陳一壯(譯)（1999）。E. Morin著。迷失的範式：人性研究。北京：北京大學。陳一壯(譯)（2002）。E. Morin著。複雜性理論與教育問題。北京：北京大學。陳一壯(譯)（2010）。E.Morin著。人本政治導言。北京：商務印書館。陳一壯、謝新(2012)。論埃德加.莫蘭的複雜性倫理學。國外社會科學，2，125-131。陳成宏（2007）。複雜理論對教育組織變革的解釋和啟示。教育研究與發展期刊，3(3)，197-218。彭千芸（2010）。另類教育與即興美學-一位華德福學校學生的生命故事。國立政治大學教育學系碩士論文，未出版。湯偉君、邱美虹（2007）。複雜系統、突現及其對科學教育的啟示。科學教育月刊，301，17-25。馮朝霖（1994）。自我創化與教育—自我組織理論之教育學意涵初探。教育與心理研究，17，263-282。馮朝霖（2000）。教育哲學專論－主體、情性與創化。台北：元照。馮朝霖（2006）。另類教育與二十一世紀教育改革趨勢。研習資訊，23 (3)，5-12。馮朝霖（2013）。和光同塵與天地遊：論當代美感素養。教育研究月刊，236，29-43。馮朝霖、范信賢&白亦方(2011)。國民中小學課程綱要系統圖像之研究報告書。(國家教育研究院:NAER-100-12-A-1-02-01-1-02)。台北 : 國家教育研究院。黃永和（2001）。後現代課程理論之研究：一種有機典範的課程觀。台北市：施大書苑。黃欣榮（2007）。複雜性科學與哲學。北京：中央編譯出版社。黃政傑（1991）。課程設計。台北：東華。劉勁揚（2008）。哲學視野中的複雜性。長沙：湖南科學技術出版社。蔡敦浩、利尚仁、林韶怡（2007）。複雜性科學典範下的創業研究。創業管理研究，2(1)，31-60。顏澤賢（1993）。現代系統理論。台北市：遠流。劉羽書（2015）。生態村概述。民國105年2月15日，取自http://highscope.ch.ntu.edu.tw/wordpress/?p=63636外文文獻Alhadeff-Jones, M. (2008). Three generations of complexity theories: nuances and ambiguities. In M.Mason (Ed.), Complexity theory and the philosophy of education(pp62-78) Malden, Mass : Wiley-Blackwell.Alhadeff-Jones, M. (2009). Revisiting educational research through Morin’s paradigm of complexity: A Response to Ton Jörg’s Programmatic View. Complicity: An International Journal of Complexity and Education, 6(1), 61-70.Alhadeff-Jones, M. (2010). Challenging the Limits of Critique in Education Through Morin’s Paradigm of Complexity. Studies in Philosophy and Education, 29(5), 477-490.Andrew, D. (2009). Edgar Morin. In P. Livingston & C. Plantinga (Eds.), The Routledge companion to philosophy and film (pp. 408-419). New York : Routledge. Black, R. S., & Schell, J. W. (1995). Learning within a situated cognition on framework: Implications for adult learning. ERIC Reproduction Service: No. ED 389939.Bobbitt, F. (1918). The curriculum. New York: Arno Press & The New York Times.Bosomaier, T., & Green, D. (1998). Patterns in the sand: Computers, complexity and life. Australia: Allen & Unwin Pty Ltd.Capra, F. (1982). The Turning Point: Science, Society, and the Rising Culture. New York: Simon and Schuster.Cilliers, P. (1998). Complexity and postmodernism: Understanding complex systems. London: Routledge.Davis, B., & Sumara, D. (2006). Complexity and education : inquiries into learning, teaching, and research. Mahwah: Lawrence Erlbaum Associates.Doll, W. E., Fleener, M. J., Trueit, D., & Julien, J. S. (eds.).(2005). Chaos, complexity, curriculum, and culture: A conversation. New York: Peter Lang.Edwards, R., Biesta, G., & Thorpe, M. (2009).Rethinking contexts for learning and teaching : communities, activities and networks. New York : Routledge.Ericsson, K. & Simon, H. (1984). Protocol Analysis. Cambridge, MA: MIT Press.Hessel, S., & Morin, E. (2012). The path to hope. New York : Other Press.Holland., J. H. (1992). Complex Adaptive Systems. A New Era in Computation, 121(1),17-30.Kofman, M. (1996). Edgar Morin: from big brother to fraternity. Chicago: Pluto Press.Levy, R. (1990). Critical Systems Thinking: Edgar Morin and the French School of Thought. Systems Practice, 4(2), 87-99.Mason, M. (Ed.) (2008). Complexity theory and the philosophy of education. Malden, Mass : Wiley-Blackwell.McGraw-Hill. (Ed.). (2007). McGraw-Hill encyclopedia of science & technology (10th ed., Vols. 507-511). New York : McGraw-Hill.McMurtry, A. (2008). Complexity Theory 101 for Educators: A Fictional Account of a Graduate Seminar. McGill Journal of Education, 43(3), 265-281. Montouri, A. (2004). Edgar Morin: a partial introduction. World Futures, 60(5), 349-355.Morin, E. (1970). The Red and the White: Report from a French Village. (A. M. Sheridan-Smith Trans.). NY: Pantheon Books.Morin, E. (1971). Rumour in Orleans. (P. Green Trans). NY: Blond.Morin, E. (1992). The method: The nature of nature. (J.L. Roland B̧oelanger Trans.) New York : P. Lang.Morin, E. (1996). A new way of thinking. UNESCO Courier. Retrieved May 4, 2012, from: http://findarticles.com/p/articles/mi_m1310/is_1996_Feb/ai_18104959Morin, E. (1999). Homeland earth : a manifesto for the new millennium (S. M. Kelly & R. Lapointe Trans.). Cresskill, N.J. : Hampton Press.Morin, E. (2001).Seven complex lessons in education for the future (N. Poller Trans.). Paris: UNESCO.Morin, E. (2005). The cinema, or, The imaginary man. (L. Mortimer Trans.). Minneapolis, Minn. : University of Minnesota Press.Morin, E. (2005). The stars (R. Howard Trans.). Minneapolis, Minn. : University of Minnesota Press.Morin, E. (2006). Restricted complexity, general complexity. Retrieved Novenber 16, 2011, from http://cogprints.org/5217/Morin, E. (2008). California journal (D. Cowell Trans.). Portland, Or. : Sussex Academic Press.Morin, E. (2008). On complexity. Cresskill : Hampton Press.Morin, E. (2009). The seven necessary reforms of the 21st Century .Retrieved February 16, 2012, from http://www.ideassonline.org/pic/doc/VideoconferenceMorinENG.pdfMorin, E. (2009).Vidal and his family : from Salonica to Paris, the story of a Sephardic family in the twentieth century (D. Cowell Trans.). Portland, Or. : Sussex Academic Press.Morrison, K. (2002). School leadership and complexity theory. Falmer Press.Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. In M.Mason (Ed.), Complexity theory and the philosophy of education(pp16-29) Malden, Mass : Wiley-Blackwell.Sanders, T. I. (2003). What is complexity? Retrieved May 3, 2012, from: http://www.complexsys.org/downloads/whatiscomplexity.pdfShannon, C. E., & Weaver, W. (1949). The mathematical theory of communication. Urbana : University of Illinois Press.Waldrop, M. M. (1993). Complexity: the emerging science at the edge of order and chaos. New York : Simon & Schuster.Washington center for complexity and public policy (2003). The use of complexity science. Retrieved May 4, 2012, from: http://www.hcs.ucla.edu/DoEreport.pdfWeaver, W. (1948). Science and Complexity. American Scientist, 36, 536- 544. 描述 碩士
國立政治大學
教育學系
97152017資料來源 http://thesis.lib.nccu.edu.tw/record/#G0971520171 資料類型 thesis dc.contributor.advisor 馮朝霖 zh_TW dc.contributor.advisor Fong, Chao Lin en_US dc.contributor.author (作者) 洪崇淵 zh_TW dc.contributor.author (作者) Hong, Chung Yaun en_US dc.creator (作者) 洪崇淵 zh_TW dc.creator (作者) Hong, Chung Yaun en_US dc.date (日期) 2016 en_US dc.date.accessioned 1-三月-2016 10:51:49 (UTC+8) - dc.date.available 1-三月-2016 10:51:49 (UTC+8) - dc.date.issued (上傳時間) 1-三月-2016 10:51:49 (UTC+8) - dc.identifier (其他 識別碼) G0971520171 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/81582 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 97152017 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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.In 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. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機 1第二節 文獻探討 4一、複雜理論簡介 4二、複雜理論與教育學研究 5三、Morin的重要性及其影響 8第三節 研究方法 12一、研究架構 12二、研究問題 12三、主要研究文獻 13四、研究步驟 15五、可能貢獻與研究限制 17第二章Morin生平與思想 19第一節 Morin生平簡述 19第二節 Morin思想發展概述 20第三節 Morin思想之基本概念 27一、混宇：秩序與混亂的互動 27二、簡化典範與複雜典範 28三、宏觀概念：對話、組織循環與全息圖像的原則 35四、自組織與主體性 37第三章 複雜性與教育 41第一節 錯誤與幻覺：認知的阿基里斯腱 42一、心智的錯誤 44二、理智的錯誤 44三、理性的錯誤 45四、盲目的典範 47第二節 探詢適切的認知 52一、知識脈絡化(contextualization) 53二、整體複雜化(complexus) 54第三節 迎向不確定性(uncertainty) 55第四章 理解與共生的教育 57第一節 認識人類處境 58第二節 教導相互理解 64第三節 共生：建構全球生命共同體 68第五章 結語 72第一節 研究發現 72第二節 啟思與連結 75參考文獻 77附錄一 Edgar Morin著作翻譯對照表 82 zh_TW dc.format.extent 1420824 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0971520171 en_US dc.subject (關鍵詞) 複雜理論 zh_TW dc.subject (關鍵詞) 自組織 zh_TW dc.subject (關鍵詞) 複雜性 zh_TW dc.subject (關鍵詞) 理解 zh_TW dc.subject (關鍵詞) 共生 zh_TW dc.subject (關鍵詞) Edgar Morin zh_TW dc.subject (關鍵詞) complexity theory en_US dc.subject (關鍵詞) self-organization en_US dc.subject (關鍵詞) complexity en_US dc.subject (關鍵詞) understanding en_US dc.subject (關鍵詞) symbiosis en_US dc.subject (關鍵詞) Edgar Morin en_US dc.title (題名) E. Morin複雜思想理論及其教育意涵之研究 zh_TW dc.title (題名) A Study on E. Morin`s Complexity Thought and Its Implications for Education en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻吳泓緲、馮學俊(譯)（2004）。E. Morin著。方法：自然之天性。北京：北京大學。吳邵宜(譯)（2010）。F. Dortier著。法國視角下的社會學史與社會學思想。北京：北京大學。吳清山（2006）。我國多元化師資培育政策檢討與策進。載於黃乃熒（主編），教育政策科學與實務（頁 283-304）。台北：心理。施植明(譯)（1993）。E. Morin著。複合思想導論。台北市：時報文化。秦海鷹(譯)（2002）。方法：思想觀念—生境、生命、習性與組織。北京：北京大學。楊銀興、林政逸、劉健慧（2007）。我國多元化師資培育政策問題影響評估。教育理論與實踐學刊，16，1-21。馬勝利(譯)（1997）。E. Morin著。地球祖國。台北：聯經。高宣揚（2006）。莫蘭對現代知識和教育的反思。跨文化對話，18，109-118。康征、齊小曼(譯)（2005）。反思歐洲。北京：三聯書店。陳一壯（2007）。埃德加‧莫蘭複雜性思想評述。長沙：中南大學。陳一壯(譯)（1999）。E. Morin著。迷失的範式：人性研究。北京：北京大學。陳一壯(譯)（2002）。E. 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