Slattery's Postmodern-Eschatological Curriculum Theory
P. Slattery的後現代末世論課程理論
- Keyword：
- Postmodern、Eschatology、Slattery / 後現代、末世論
Volume 53 No.1 - 2007-03-31
On Whiggish Approach and the Interpretation of History of Education Yu-Wen Chou
輝格史觀與教育史解釋周愚文
Slattery's Postmodern-Eschatological Curriculum TheoryHorng-Ming Jong
P. Slattery的後現代末世論課程理論鍾鴻銘
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- Chinese Summary
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Patrick Slattery， based on his theological perspective， integrated contemporary eschatology， reconceptualized curriculum theory and advanced-postmodern eschatological curriculum theory. By doing so， he became the main representative of the notion of “curriculum as theological text.” The aim of this paper is to analyze Slattery’s postmodern eschatological curriculum theory. There are three main ideas in his theory: hope， proleptic time， and curriculum as theological text. With regard to his ethics， Slattery thought that ambiguity and complexity always form the context of ethical decisions， the context in which ethical choices must be made. Through his hermeneutics， Slattery emphasized that elevating the role of individual agency (free choice) will then facilitate the transformation of society through the release of the subjective aesthetic imagination. An analysis of Slattery’s view of the postmodern curriculum reveals that the four primary characteristics of this curriculum are dynamism， eclecticism， relatedness， and holism.
Slattery以其神學學術背景，整合當代神學的末世論觀念及再概念化課程理論，進而提出後現代末世論課程理論，因此，成了「課程即神學文本」觀點的主要代表人物。本文之目的即是解析其課程理論。Slattery後現代末世論課程理論的核心觀念有三：希望、預證的時間觀、課程即神學文本。就其倫理學觀點而言，Slattery認為倫理行為的決定總是含糊不明的，是依賴於脈絡的。就其詮釋學觀點而言，Slattery希望透過詮釋學來尋求主體性並釋放美學的想像力，以提升個體的能動性，並促成社會的轉化。Slattery的後現代課程發展觀蘊含動態性、折衷性、關聯性及整全性四種特性。
