臺灣民主教育：實踐、挑戰與展望－以Biesta哲學為批判與反思的視角

Democratic Education in Taiwan: Practice, Challenges, and Prospects

本研究以G. J. J. Biesta的教育哲學為理論基礎，探討臺灣民主教育的實踐、挑戰與發展方向。Biesta將教育目的區分為資格化、社會化與主體化，並特別強調主體化，即學生作為獨立個體積極參與世界的能力。臺灣當前民主教育受限於績效問責體制，過度重視可測量成果與資格化、社會化，卻忽視主體化的發展；Biesta批判「學習化」與證據本位教育，認為這種產出導向抑制學生主體性的成長。他提出「教學即異議」隱喻，強調教育過程中的不確定性與主體自由，倡議教育應超越單純追求能力表現的狹隘目標。
本研究旨在透過Biesta教育哲學重新審視臺灣民主教育的實踐與挑戰，並提出未來發展方向。研究目的包括：闡述Biesta對教育目的（資格化、社會化、主體化）的理論建構與對證據本位教育的批判；分析其對民主與解放的觀點與教學理念；探討師生關係的重構與教學承擔的實踐智慧；最後，檢視臺灣民主教育在學習化與績效問責體制下的限制，並提出以學生主體性為核心的教育模式發展建議。
本研究期望透過對Biesta教育哲學的深入探討，為臺灣民主教育的發展提供一個新的哲學反思框架，強調在追求教育品質的同時，應重視學生的主體性發展、倫理責任與多元參與，並以此作為未來教育政策探索的理論依據。

This study draws on the educational philosophy of G. J. J. Biesta to explore the practice, challenges, and developmental directions of democratic education in Taiwan. Biesta distinguishes the tasks of education into qualification, socialization, and subjectification, placing particular emphasis on subjectification—students' capacities to actively engage with the world as independent individuals. Currently, democratic education in Taiwan is constrained by a system of performance-based accountability, overemphasis on measurable outcomes and focusing primarily on qualification and socialization, while neglecting the development of subjectification. Biesta critiques ''learnification'' and evidence-based education, arguing that such outcome-driven approaches inhibit the growth of student subjectivity. He proposes the metaphor of ''teaching as interruption,'' underscoring the uncertainty and subjective freedom inherent in the educational process, and advocates that education should transcend narrowly defined goals of competence and performance.
This study aims to revisit the practices and challenges of democratic education in Taiwan through Biesta's educational philosophy, offering recommendations for future directions. The objectives of this research include: clarifying Biesta's theoretical formulation regarding educational purposes (qualification, socialization, and subjectification) and his critique of evidence-based education; analyzing his perspectives on democracy, emancipation, and pedagogical philosophy; investigating the reconstruction of teacher-student relationships and practical wisdom in educational responsibility; and finally, examining the limitations faced by democratic education in Taiwan under the influences of learnification and performance-based accountability, proposing an educational model centered on the cultivation of student subjectivity.
Through an in-depth examination of Biesta's educational philosophy, this study seeks to provide a novel philosophical reflection framework for the development of democratic education in Taiwan. It emphasizes that alongside the pursuit of educational quality, attention must also be given to students' subjectivity, ethical responsibility, and diverse forms of participation, thereby providing theoretical foundations for future educational policy explorations.