現代晚期之陶養的主體化與共鳴：華德福教育的全球模式

Subjectification and Resonance in Late Modern Bildung: The Global Model of Waldorf Education

本文主要在探究主體化和共鳴在全球華德福教育的重要性。假設所有學校都需具有促進社會化、合格化、主體化或成為主體的功能，本文倡導陶冶（Bildung）的教育理論和全球化及後現代的觀點，主張自我形塑對於平衡新自由主義教育政策扮演重要的角色，並能提供一種將儒家的社會和諧思想和後現代的解放觀念結合的途徑。本文提供多層次的華德福課程模型，包含全球普遍性的人性層次以提供個體化的發展架構、一個中階層次在發展在地課程，及一個微觀層次讓個別教師演練教學的藝術。此外，本文還論證了教師在促進主體化的角色和通過尋求共鳴體驗來批判異化的教學方法。本教學模式也可以廣泛應用在華德福教育以外的相關論述領域。

"This paper explores the significance of subjectification and resonance in global education. Assuming that all schools have the function of enabling socialization, qualification, and subjectification or becoming a subject, the paper argues that this latter process has been neglected because of a one-sided pursuit of qualification, which may lead to alienation. Using the Bildung educational theory and a globalized and postmodern perspective on this, it is suggested that the role of self-formation is an important counterbalance to neoliberal education policies and could offer a way to reconcile Confucian ideas of social harmony and postmodern notions of emancipation. Thus, this study offers a layered model of the Waldorf curriculum. This comprises a global and universally human level, based on an ideal-typical developmental progression, a meso level that offers a local-level skills and knowledge curriculum, and a micro level that requires individual teachers to practice skilled artistry. Furthermore, it is suggested that the role of the teacher should enable subjectification and that an effective teaching approach should counter alienation by seeking experiences of resonance. This model could also be applied beyond the Waldorf discourse."