探究與敘事的文化論對教育的意義：J. Dewey與J. Bruner的觀點

THE SIGNIFICANCE OF THE CULTURAL THEORY OF INQUIRY AND NARRATIVE FOR EDUCATION: PERSPECTIVES OF J. DEWEY AND J. BRUNER

研究目的
Dewey後期將「經驗」理解為「文化」，希望為自身的經驗理論增加實踐的可能性；Bruner也是在後期轉向文化心理學的探究，強調學校教育即文化生活。本研究旨在結合相關文獻探討Dewey與Bruner兩人的文化論及其對教育的意義。
研究設計／方法／取徑
在研究方法上會分別回顧與審視Dewey與Bruner的文化論與教育的關係，再分析他們的文化論是如何處理教育與文化之關係，最後闡釋與評價這兩種文化論在教育的意義。
研究發現或結論
本研究歸結Dewey與Bruner的文化論對教育的意義有以下幾項：文化論對心靈和語言的立場、文化論對自我認同與能動性的觀點、文化論所欲型塑的統整、包容與互動之關係、文化創作對人類合作與價值實現的意義、文化的教育與政治功能、探究的與敘事的文化實踐途徑。
研究原創性／價值
Dewey與Bruner的文化論為師生合作共創有意義的教學活動做出貢獻，幫助人們更加看重學生與學科內容的互動與反思帶來深刻的影響。
教育政策建議或實務意涵
研究者期望能為當前素養導向的教育文化、學習歷程的自我敘事、生涯教育的文化重建，以及師資培育所欲型塑的學用合一的文化提供理論的思考與實踐途徑的想像。

Purpose
Dewey, in his later period, understood ''experience'' as ''culture,'' aiming to enhance the practical applicability of his experiential theory. Similarly, Bruner later shifted his focus to cultural psychology, emphasizing that school education is a form of cultural life. This study explores Dewey and Bruner’s cultural theories and their significance for education through a review of relevant literature.
Design/methodology/approach
In terms of research methods, the study examines the relationship between Dewey and Bruner's cultural theories and education, analyzes how these theories address the connection between education and culture, and ultimately explains and evaluates their educational significance.
Findings/results
This study concludes that Dewey and Bruner’s cultural theories hold the following significance for education: their perspectives on mind and language, their views on self-identity and agency, the integration of their cultural vision, the relationship between tolerance and interaction, the role of cultural creation in human cooperation and value realization, as well as the educational and political functions of culture and the practical applications of cultural theory.
Originality/value
The cultural theories of Dewey and Bruner contribute to teacher-student collaboration in creating meaningful teaching experiences and encourage greater attention to the interaction and reflection between students and subject content, having a profound impact.
Implications for policy/practice
The researcher hopes to offer theoretical insights and practical approaches for competency-based educational culture, self-narrative in the learning process, cultural reconstruction in career education, and the integration of learning and application within teacher education.