洪鎌德Hung, Lien-Te臺灣大學:國家發展研究所胡惟惇Hu, Wei-TunWei-TunHu2010-05-052018-06-282010-05-052018-06-282008U0001-0307200812372900http://ntur.lib.ntu.edu.tw//handle/246246/180094本研究旨在揚顯哈伯瑪斯溝通理性觀概念，並以此拓展台灣完全中學團體間溝通問題的視野。據此研究旨趣，擬以文獻分析、批判詮釋學的方法，漸次勾勒與詮釋哈伯瑪斯溝通理性觀思想背景及意涵；繼之，發掘完全中學團體間溝通問題的癥結，探討溝通理性觀在解決團體間溝通問題的蘊義；最後，綜合研究成果，提出做為革新完全中學團體間溝通策略的參考，重建更於合理性的完全中學生活世界。 基此認識，本研究分別於溝通理念與個案舉證的實務方式，探討哈伯瑪斯溝通理性觀在解決完全中學團體間溝通問題的策略應用。首先，是存在於團體間溝通問題的癥結，可由學校團體成員間的權力運作、溝通理念等因素加以分析。其次，輔以學校團體間溝通行動作為實例，進而歸納溝通問題的癥結有以下幾點：(一) 系統的扭曲溝通的問題；(二) 理想言說情境的問題；(三) 合理性溝通的民主問題。再者，提出以下解決團體間溝通問題的策略：(一) 反省與批判學校行政的意識型態；(二) 落實行政、教師與家長三權對話關係；(三) 注重團體間溝通行動的理性規準問題。 哈伯瑪斯溝通理性觀強調，將理性置於人們生活世界的溝通層面加以解析；溝通理性的展現須通過語言與行動意向，使得參與者彼此間達成一致的共識。藉由上述理念與實踐層面的討論，擬提出以下兩點解決溝通問題策略的參考：其一塑造學校團體間良善的溝通環境；其二，通過批判與反省學校行政工具理性思維重建合理的完全中學生活世界。This research aims at exploring Jürgen Habermas’s theory of communicative rationality, and clarifying its implications for the visions of communication among groups in the Complete High School in Taiwan. In order to achieve the above mentioned research target, this study makes use of the research methods, including content analysis, and critical hermeneutics. Furthermore, the researcher will, first of all, attempt to sketch the theory of communicative rationality and its meanings. In addition, the researcher will focus on the crucial reason of communicative problems among groups in the Complete High School. In the end, this study will illuminate Jürgen Habermas’s theory of communicative rationality, and bring up some tactics to innovate the Complete High School’s communicative problems. Based on the above purports, this research firstly explores the crucial reason of communicative problems according to communicative beliefs and case evidence methods. The conclusions of the crucial reasons are made explications of the following issues: 1.the systematized of distorted communicative problems; 2.the problem of idealized communicative situation; 3.the democracy of rational communication problems. Besides, the strategies of salvation of communicative problems are following: 1.to introspect and criticize the ideology of the school administration; 2.to execute the dialogue relationship among the administration, teacher and the parent; 3.to emphasize the rational-regulation of communicative action among groups in school. More precisely speaking, the theory of communicative rationality sets out that one should place rationality in the level of life-world communicative situation in order to analyze it. By using of language and the intention of action, all participants could be identically reached consensus. This research aims to emphasize and solve the communicative problems between different groups in the Complete High School. It is based on Jürgen Habermas’s theory of communicative rationality. Hence, the educational implications are made as follows: 1.to create a fine speech act situation among groups in the Complete High School; 2.to construct the reasonable life-world by the way of introspecting and criticizing instrumental-rationality of the school administration.目 錄文摘要.............................................................................................……...Ⅰ文摘要......................................................................................…....……..Ⅱ 錄………………………………………………………………………………….Ⅳ 目 錄……………………………………………………………………………….Ⅵ 目 錄……………………………………………………………………………….Ⅶ一章 緒 論一節 研究動機與目的..................................................................... 1二節 研究方法與步驟.......................................................................... 9三節 研究架構與章節安排..................................................................13四節 研究資料、範圍與限制...........................................................15五節 名詞釋義...............................................................................20二章 哈伯瑪斯溝通理性之背景思想 第一節 哈伯瑪斯批判理論思想概述........................................................23 第二節 知識論的反省：認識旨趣與批判..............................................27三節 馬克思歷史唯物論的批判與反思..............................................43四節 韋伯「理性」與「合理化」反省..............................................49三章 哈伯瑪斯溝通理性觀普遍意涵 第一節 溝通理性的歷史脈絡..................................................................56二節 溝通行動之理性發展...............................................................80三節 論述倫理學基本意涵...............................................................97四節 生活世界的溝通理性..............................................................101四章 台灣完全中學團體間溝通問題之探討一節 台灣完全中學體制的沿革現況................................................110二節 完全中學團體間溝通問題的癥結分析......................................117三節 完全中學團體間溝通問題的解決策略......................................128四節 國內相關研究議題的綜合評述................................................130五章 結論與建議一節 結論......................................................................................134二節 建議......................................................................................137考書目與文獻.....................................................................................139application/pdf1169183 bytesapplication/pdfen-US哈伯瑪斯溝通理性工具理性批判詮釋學完全中學Jurgen HabermasCommunicative RationalityInstrumental RationalityCritical HermeneuticsComplete High Schoolthesishttp://ntur.lib.ntu.edu.tw/bitstream/246246/180094/1/ntu-97-P95341010-1.pdf