論N. Luhmann與K. E. Schorr對教育「技術缺失」之反思

On N. Luhmann and K. E. Schorr’s Reflection about Technology Deficit of Education

在實際教育或教學活動中，常面臨學生的學習效果不如預期，亦即成效不彰的問題。歷史上的教育學者雖然提出自己的教學理念及教學方法，但卻並未正視這個問題。當代德國社會學者N. Luhmann與K. E. Schorr由系統理論的立場出發，對教學成效不彰的問題加以討論，稱此問題為教育中的「技術缺失」，並指出這個問題來自於互動雙方所產生的「雙重偶然性」。
Luhmann雖然提出了「因果計畫」的概念以解決教育中的技術缺失，但仍面臨雙重偶然性這項根本問題。本研究即試圖對Luhmann的技術、雙重偶然性這兩個概念加以再詮釋與延伸，指出技術在教育情境中具有多面性，以擴充其意義內涵；其次也指出在時間的延續下，可降低互動雙方由於雙重偶然性在決定行動原則時所產生的不確定性。透過對Luhmann學說的修正與補充，可以更完備地說明教育活動即使有實現教育目的的問題，但同時也會因為時間的因素，提升達成教育目的的可能性，以提供思考這個問題一個可能的觀點。

Discussions of Pedagogues are often focused on making efforts to increase instructional efficiency while neglecting other important aspects. From the perspective of system theory, Luhmann and Schorr confront the pedagogues with the question of whether there is inherently an insurmountable barrier to instructional practices, which is known as the technology deficit of pedagogy. Luhmann and Schorr claim that the technology deficit are the results of the double contingency in every social interaction, and thus developed a new conception of causality to deal with this problem. This article inquires Lumann and Schorr’s challenging question to the pedagogues. It aims to articulate a critique and a reassessment of their theory, and then provide an alternative as well as a more comprehensive approach in thinking about pedagogical practices. In this paper, I first explored analytical efforts of Luhmann and Schorr to conceptualize the problem and provided a critical account of the relation between the technology deficit and double contingency. Then, I pointed out Luhmann and Schorr’s new conception of causality was unsatisfactory, and re-explained the double faced role that time plays in the situation of pedagogical communication. In that, I examined the cause of the technology deficit and traced it back to the inherent nature of the pedagogical practice. To conclude, I answered how the pedagogues should respond to the problem.