「教育鬆綁」論述形構的政經社會面向分析

A political, social and economic analyzing of discursive formation of 'Education Deregulation' in Taiwan education reform

長久以來教育一直被視為鞏固政權的最佳利器，因此統治者莫不處心積慮地，企圖掌控教育的一切作為，這一現象亦在台灣過往的教育場域中，得到明確的印證。然而一九九0年代起的台灣教育改革，在行政院主導下成立的「教育改革審議委員會」，卻以解除政府與政治的不當管制為號召，提出了「教育鬆綁」的論述。此種論述相當不同於前改革期，以企圖挾治受教主體所有生命面向為目的的「三民主義教育」論述。於此，1980年代末1990年代初的台灣社會，提供了何種的論述空間？又形成了何種的論述動力，而使得教育鬆綁論述得以成形？更重要的是其中的權力效果為何？是否真的解除了政治的不當管制力，抑或只是另一個權力再起的徵兆？運用Foucault的理論觀點，本文指出相對於前改革期政經、社會空間所形成的三民主義教育論述，1980年代起為追求各自利益，政經領域中的本土意識、經濟集團及社會的中產階級，共同形構了「教育鬆綁」的論述動力。

Education has been regarding as the best tool of steady sovereignty. In 1990s, however, education reform in Taiwan leaded by the Executive Yuan addressed the 'Education Deregulation' discourse within the appeal to shed the inappropriate political regulation. In this article, the author aims to explore the educational discourses in the past times of Taiwan, and to find conditions shaping the 'Education Deregulation' discourse. The author also points out that the discursive formation of 'Education Deregulation' was the result of the transformations of Taiwan's polity, economy and society conditions. And there were many power effects can be produced from the discourse of 'Education Deregulation', such as taught Taiwan indigenous consciousness, gave the profits to the capitalists and maintained advantages of the middle class.