MACOS課程爭議事件探究

An Inquiry into the Controversy Caused by MACOS

研究目的
本文旨在探究由Bruner主導的「人的研究」新社會科課程方案，在課程實施時所引發的爭議。探究的內容包括引發爭議的課程內容，產生重大課程爭議的時間、地點、主要人物與過程，以及產生爭議背景因素的解析。
研究設計／方法／取徑
本文以歷史研究法對「人的研究」引發爭議的過程進行歷史探究或文獻分析。文獻分析的對象包括直接史料與間接史料。直接史料以事件關係人，即Bruner與Dow當時與事後的評述為主，特別是爭議發生時，「人的研究」課程方案的負責人Dow的學術著作。Dow於事件發生後不久，即以此爭議事件為主軸，完成其博士論文。在經過多年反思後，甚至出版相關學術著作，探討此一事件的歷史意義。間接史料則是以論述「人的研究」課程爭議事件的學術著作為主，包括以此事件為主題的學術論文，以及含括此一歷史事件的學術著作。
研究發現或結論
「人的研究」具有新社會科運動的創新精神。但因其迥異於傳統的課程內容，衝擊了保守人士守護的傳統價值，故而引致了美國課程史上的重要課程爭議。其次，與美國其他重要課程爭議不同的是，「人的研究」由於獲有聯邦政府的基金補助，爭議最終上了國會議事殿堂。此亦使得「人的研究」課程爭議，成了全國關注的對象。
研究原創性／價值
國內雖曾對「人的研究」課程方案的發展過程、具體內容等進行過探討，尚無對其引發的課程爭議進行深入探究，此是為本文的主要價值。此外，世界上大部分地區或國家皆曾有過課程爭議，爭議之本質大部分肇生於意識型態之爭，「人的研究」亦復如是。對「人的研究」進行歷史研究，將有助於瞭解臺灣課綱爭議的本質。
教育政策建議或實務意涵
本文於結論中建議，課程改革欲能有所成就，首應與主流教育思潮相契合。其次，改革理想應能獲得第一線執行者教師的共鳴與支持。再者，立意良善的改革方案亦須有相應的推廣與實施措施，方能期其有成。

Purpose
This study aims to explore the controversy that arose during the implementation of the new social studies curriculum project, MACOS, led by Bruner. The study includes the content of the curriculum that caused controversy, the time, place, chief characters, and processes in which curriculum disputes occurred, as well as an analysis of the background factors leading to the disputes.
Design/methodology/approach
This study uses historical research methods to conduct a document analysis of the process that caused controversy in MACOS. The document analysis objects include direct and indirect historical materials. The direct historical materials are primarily based on the comments of those involved in the incident, that is Bruner and Dow, at the time and afterward, specifically the academic works of Dow, who was in charge of the MACOS curriculum project when the dispute occurred. Shortly after this incident, Dow completed his doctoral thesis on this controversial incident. After years of reflection, relevant academic works have been published to explore the historical significance of the event. Indirect historical materials are primarily academic works that discuss controversial events caused by MACOS, including academic papers on this event as a theme, and academic books that include this historical event.
Findings/results
MACOS has the innovative spirit of a new social science movement. However, being different from traditional curriculum content, it impacted the traditional values guarded by conservatives, thus causing an important curriculum controversy in the history of the American curriculum. Moreover, unlike other important curriculum controversies in the United States, the MACOS controversy eventually reached the House of Representatives because it received funding subsidies from the federal government. This made the controversy over MACOS a subject of national concern.
Originality/value
Although the development process and specific content of the MACOS curriculum projects have been discussed in Taiwan, no in-depth study has been conducted on the curriculum controversy. Thus, this study contributes significantly in this aspect. In addition, most regions and countries worldwide are subject to a curriculum controversy. These controversies mostly arise from ideological disputes, and the same is true of MACOS. A historical study of MACOS will help understand the nature of Taiwan's curriculum guideline controversy.
Implications for policy/practice
This study suggests that to achieve success, curriculum reform should first be consistent with mainstream educational trends. Moreover, reform ideals should be able to obtain resonance and support from teachers, who are the frontline implementers. Furthermore, to be successful, reforms with good intentions must also have corresponding promotional and implementation measures.