論文化變遷與教育思潮演進

萬物流轉，逝者如斯。世異則事異，事異則備變。權衡時中，恆守中道。宇宙萬有，生生不息；人文教化，源遠流長。異中求同，同中存異。變未必該有理，不變亦未必該無理。新未必美，舊亦未必皆不美。討論文化與教育的概念、關係及思潮演進動向，可說複雜無比。試觀一般有關文化或教育之教科書或辭典，對此兩個概念所作的界定，可說紛歧爭議已極。因為這兩個爭議性的概念，都牽涉濃厚的價值判斷，故其關係更難作定論，其間之模糊性、正反辨證關係，恐難簡單引證舖陳史料史實就能釐清。所以本文嘗試從哲學分析的角度切入，偶亦略引史證，期能盡量避免與坊間教育思想教科書內容重複。不過哲學性的分析，可能論點較易引發爭議。本文想從下列五點評析文化變遷與教育思潮演進之要義：一、文化與反文化的概念。二、文化與教育的關係。三、文化變遷的原則與內涵。四、教育思潮的演化。五、文化與教育的展望。最後殿以結語。

To have a meta-modern life world for us human beings is， it is emphatically argued， to have nature and culture harmoniously developed. Metaphorically， man is bestowed two natures at once. The first nature is the nature proper；and the second one is the artificial nature， namely， the culture. Although the double aspects of positive and negative functions of nature， culture and education have been pervading through human history， a meliorist organic betterment of the nature and culture is a reasonable and practicable philosophy and enterprise for us educationists in this changing world. Besides the introductory and concluding remarks， there are mainly five sections in this paper：1. concepts of culture and anti-culture；2. the relation between culture and education；3. principles and categories of cultural development；4. the evolution of educational thoughts；and 5. perspectives of a favourable cultural and educational development.