臺灣地區成人教育需求內涵之分析

Investigation of Adult Educational Needs in Taiwan

本文旨在參考心理學與社會褔利領域的需求理論，建構我國成人教育需求的內涵，一則作為推展成人教育活動的參考依據，另則可作為設計成人教育課程的參考。需求原是心理學研究的領域，心理學家曾針對個體心理需求提出多種理論，A.H.Maslow所提出的需求階層理論，便是其中最知名而廣受支持的理論。Maslow將心理需求分為五大類：生理的需求、安全的需求、隸屬與愛的需求、自尊的需求、和自我實現的需求。雖然，Maslow並未特別提出教育與心理需求的關聯，然而各種形式的教育是人類滿足與提昇心理需求的重要媒介，因此似亦可將教育需求視為滿足個人心理需求的另一種形式表現。需求也是社會褔利領域所探討的重要課題，其中的社會行政學派依J.Bradshaw將需求分或四類：規範性的需求、感受性的需求、表露性的需求、比較性的需求等；而其地不同派別對此雖有批評，郤也同意個人的需求和社會的需求是兩大不同層次的分類：規範性和比較性的需求屬於社會層次，而感受性和表露性的需求屬於個人層次。然則無論是個人層次的需求，還是屬於社會層次的需求，教育皆扮演相當重要的角色。從個人層次觀之，教育有助其覺察其需求並明確的加以表達；從社會層次觀之，教育提供了一個相當重要的需求標準。屬於心理的需求，已經有明確的定義和內涵，因此評量的方式和工員，隨之廣為發展和使用：屬於社會福利領域的需求雖然沒有全體一致的定義和內涵，卻也有各學派的定義、內涵，以及各自的評量模式；本文的目的在參考現有的需求理論，並分析我國成人教育實施現況，建構台灣地區成人教育需求的內涵。

The purpose of the article is to construct the contents of adult educational needs in Taiwan. The framework of the analysis is based on the theories of human needs in the area of psychology and social welfare. Many psychologiests concerned the topics of human needs or the nature of needs; also some theories were proposed. Maslow's Hierarchy of Needs was one of the famous ones. Maslow argues for the existence of a series of physiological needs, safety needs, the needs for belongingness and love, the need for esteem, and the need for self-actualization. The author suppose education might be one of the most effective way to help an individual satisfy and therefore promote his/her needs.In the area of social welfare, Bradshaw devided human needs into four categories: noramtive need, felt need, expressed need, and comparative need. Normative and felt needs can be categorized into social needs, while expressed and comparative needs can be categorized into individual needs.Education also plays an important role in the satisfying of both social and individual level needs. In the article, the author tried to integrate the theories of needs, to analyze the relative programs of adult education in Taiwan, in order to construct the proper contents of adult educational needs in Taiwan.