後現代社會衝擊下的成人教育革新

Adult Education Innovation in Postmodern Era

本文旨在從後現代社會的文化特質剖析成人教育革新的動向。為達上述目的，本文首先分析後現代的特色，接著探究後現代文化特質對成人教育的啟示，最後提出幾點重要結論如下：
一、後現代主張價值的變異性與差異性；注重影像、複製品；文化出現斷裂性、平面化、非理性、反主體、非歷史等特質，對成人教育的理論、政策、教材、教法等層面造成很大的衝擊。
二、後現代衝擊下，成人教育急需努力的方向如下：
1. 理念層面：
多元化終身化深度化彈性化鄉土化動態化
2. 制度層面：
加強國家、政府單位與民間團體的協調合作，普遍成立成人學習資源中心，獎勵成人自學，規畫專業化的人才培育計畫，尤其更要加強學習諮詢與方案規劃人才的培育。
3. 課程層面：
加強民主、文化素養及公民文化教育，俾重構文化新元質，加強情感、價值、資訊、媒介教育，重視自我肯定及人際關係美感教育，推展多元文化教育，重視兩性教育，發展自學及遠距教材、教具、教法。

This paper presents a crical analysis on cultural features ofpostmodernism and their applications on the innovation of adult education.First of all cultural characteristics of postmodenism are anlaysized. Valuevariances and differences in culture are explicated. Moreover phenomena ofplateness, nonreasonal behaviours, ahistory and death of subjectivity hasappeared as a part of social reality and it has radically challenged thepractice and theory in adult education. Conclusively it is recommended thatadult education in Taiwan should reframe theory-basis. It will be approaching tothe following directions: life-long basis, flexible、 localized focus, dynamicdevelopment and small narrative, more deeply constructed. In addition toabove-mentioned directions, some important areas in adult education curriculumare more emphasized than before: democratic and cultural literacy, emotional andvalue education, media and information ethic, aesthetic education in humanrelations, multiple culture education, gender education, self-directed learningand distance education.