以認同心理學銜接全人教育理念與實踐

Utilizing Identity Psychology to Bridge the Ideal and Practice of Holistic Education

教育理念與教育實踐處於一種不可分割的辯證關係，若失去了實踐，理念便僅為空想，而若無理想僅有實踐便落入盲動（黃俊傑，2015）。回顧過往高等教育的發展，可見隨著時代遷移，實用教育理念與全人教育理念係處於一種不斷擺盪的鐘擺關係：鐘擺擺至某一套教育理念，一段時間後便又會擺至另一套，反覆來回，只是以不同的面貌展現。然而進入21世紀的臺灣社會，全人教育理念逐然勢微，除肇因於以上大環境影響外，也與全人教育理念立意較高、實踐面難以跟隨有關（但昭偉，2005）。近期李曉青與但昭偉（2018）提出一種「融合」的實踐策略，於實踐上雖有其可行之處，但本文考量其背後若無理論依據則可能會落入「掛羊頭賣狗肉」之圈套。因此本文嘗試從微觀的「認同心理學」萃取重要概念：提供／引導（1）學生探索、（2）敘說與反思乃至（3）幫助弱勢青少年發聲，以期能作為全人教育實踐策略的準則，銜接宏觀的全人教育理念及微觀的實踐策略，真正形成一套完整的「全人發展教育」。 Ideals and practices of education co-exist within a dialectic relation: without practice, an education with only ideal would result in nothing more than a fantasy; whereas an education without ideals but with only practice would become blinded. A review of the history of education shows a “swinging relation” where holistic education ideals and practical education ideals prevailed in turns. However, holistic education faded as we enter the 21th century. It was not only due to the “swinging relation” mentioned above, but also because of how the nature of holistic education ideals were relatively abstract, which could not be easily followed by practices. Despite a seemingly practical “combination” practice was presented recently, the practice is susceptible due to a lack of theoretical background. Thus, this article attempts to articulate the gap between holistic education ideal and practice by involving identity psychology and provide the following suggestions: holistic education should guide/provide students (1) exploration of identity; (2) opportunities for narration and reflection; and (3) advocate for minority adolescents.