教育決策權力的正當性：決策倫理及其典範的討論 作者:黃乃熒(國立臺灣師範大學教育學系)

卷期：46卷第1期
日期：2001年4月
頁碼：1-19
DOI：10.3966/2073753X2001044601001

摘要：

本文旨在分析教育決策權力正當性的意義，及其對教育決策系統的影響。結果發現教育決策權力的正當性乃可增進決策的倫理，進而促進教育組織的革新。此外，透過教育決策典範的知識活動與決策權力正當性關係的分析，發現教育決策實體的主體性、相互依賴性以及人造性，可以增進教育決策權力的正當性。由於實體的主體性，會融攝多元立場的價值及情感，進而透過藝術性的行動，來提升教育決策權力的正當性；實體的相互依賴關係性，會促進元素間的互相滲透關係，進而透過解構的行動，來增進教育決策權力的正當性；實體的人造性，會促進發現共同的需要，進而透過社會問題解決的行動，來提升教育決策權力的正當性。因此藝術性的行動、解構的行動與社會問題解決的行動，可以增進教育決策權力的正當性。

關鍵詞：教育決策、權力正當性、倫理、典範　

《詳全文》

The Power Legitimacy of Policy-Making in Education: In Discussion with Ethics of Policy-Making and Its Paradigm Author: Nai-Ying Whang(Department of Education, National Taiwan Normal University)

Vol.&No.：Vol. 46, No. 1
Date：April 2001
Pages：1-19
DOI：10.3966/2073753X2001044601001

Abstract：

This study is to inquire the influence of power legitimacy in policy-making in education. It is found that power legitimacy of policy-making in education can promote the quality of justice ethics and care ethics. Also, this study is to discuss the approaches of policy-making in education, including logical positivism paradigm, hermeneutic paradigm, and critical theory paradigm, which influence power legitimacy of policy-making in education. As a result, it is found that subjective, interdependent, and artificial construction of reality will help enhance power legitimacy of policy-making in education. Based on the analysis, this study suggests that the action of art, deconstruction and social problem-solving should be emphasized.

Keywords：Policy-Making in Education,Power Legitimacy,Ethics,Paradigm