朝向具情感性與流動性的教學︰精神分析取向教學觀初探   全文下載

Psychoanalytic Perspectives on Teaching and Learning: An Exploration

當代課程與教學研究呈現多元的理論觀點，但國內對精神分析取向教學觀的關注並不多，有鑒於此，本文旨在引介精神分析取向教學觀，初探其內涵，並反思此觀點對國內教育的啟示。文中首先概述課程與教學研究中的精神分析論，並探討其如何挑戰主流課程與教學中過度崇拜理性、結構性和技術性的教育思維。其次，引介痛苦的知識、不斷在創造中的知識與學習的自我，以及學習是身體／心靈／頭腦的同時活動等理論概念，並以一個在國中課室發生的教學過程為分析例子，以進一步理解具精神分析取向的教學觀點如何提供一個不一樣的角度來探看教學。結語部分，期許臺灣的教育論述能超越意識層面的局限，發展出具情感、流動與開放等特點的教學思維。

The purposes of this article were to explore psychoanalytic perspectives on teaching and learning, and to consider as well their implications for education in Taiwan. The insights that psychoanalysis offers for curricula and pedagogy were analyzed first. Next, the theoretical concepts of “difficult knowledge”, knowledge and the learning self in the making, and pedagogy as an assemblage of mind/body/brain were further explored, and then drawn on to analyze a teaching-learning process as it occurred in a classroom at a junior high school in Taiwan. The author argues that it is important to move toward a mode of teaching that is open to uncertainty and attends to the non-cognitive domain in learning.