典範、解構與建構：從新科學哲學、後現代知識論與建構主義的立場省思學習障礙概念的變遷與教學

Paradigm, Deconstruction and Construction: The Paradigm Transitions and Instructions of Learning Disabilities Concept from New Philosophy of Science, Postmodernism and Constructivism

學習障礙最早被視為是腦傷，後又被視為是腦部或知覺系統的差異，故稱為「學習障礙」。近年來又逐漸希望以「學習差異」來消解「障礙」之名。這一變遷的過程，容或反映了學習障礙的知識與時俱進，後現代學者提醒我們要正視既定學術可能存在的權力運作，時時予以「解構」。本文即從新科學哲學的代表人物孔恩（kuhn）的典範概念切入，後現代的知識論認為「知識是一種權力的運作」，不同的學術典範，反映的是不同的勢力。從新科學哲學及後現代知識論的觀點，也可看出國內外有關學習障礙概念的改變，正反映了不同學術勢力典範權力運作的結果。此外，如何進行學習障礙的教學？近年來很重視所謂建構主義，本文也對建構主義的基本哲學立場作初步的討論，筆者希望能提供廣泛的哲學視野─典範、解構與建構，釐清學障不同典範及其變遷情形，進而提出不同典範的適用性，重新省思學障的意義，使學障的界定或教學策略不再淪為一種特教專業的獨斷，進而使有關學障的課程設計與教學，能真正體現多元的精神，達成學習障礙學生的教學成效。

The term learning disabilities was first introduced as brain damaged, then, as a disorder in some basic psychological processing difficulties in learning. And now, we used the 'learning difference' to replace 'disabilities'. The transition of the term reflects not only the new knowledge growth of this field, but also the changes paradigm of the learning disabilities concept. Postmodernism scholars remind us of seeing the power processing in this field.The author first investigates Thomas Kuhn's paradigm theory, then introduce the epistemology of postmodern which emphasize the knowledge as power, to argue that different paradigm of learning disabilities might be the result of different academic power processing. The last, the author discusses the teaching application of constructivism to learning disabilities. The purpose of this paper is by clarifying common philosophical view-paradigm, deconstruction, and construction to prevent the field of learning disabilities from academic dogmatism. The author hopes the curriculum and instruction of learning disabilities could embody the multiple spirit.