實用主義教育哲學體系與應用

Abstract

本論文以實用主義教育哲學為核心主題，從哲學基礎、理論轉化到實踐應用，系統性地探討其在當代教育場域中的意涵與價值。面對知識快速變動、人工智慧技術崛起、社會多元化與全球教育重構的挑戰，實用主義作為一種強調經驗、行動與民主的思想路徑，再度展現其哲學活力與實踐潛能。本研究主張教育不應僅是知識的傳授與制度的執行，更應是一種深具倫理召喚與公共關懷的文化實踐。全論文共分七章，第一章說明研究動機、目的與問題意識，並界定研究方法。第二章釐清實用主義教育哲學的歷史起源與理論發展，從皮爾斯、詹姆斯到杜威，探討其核心概念與當代教育論述。第三章聚焦於教育理念的詮釋與教學實踐的對話，透過思維實驗與概念探討，勾勒出實用主義在課堂教學、評量與師生關係中的具體意涵。第四章則進一步建構一套理論整合框架，涵蓋知識論、價值論、制度挑戰與未來願景。第五章聚焦於課程與教學現場，分析實用主義在素養導向、跨域學習與師資培育中的具體應用。第六章擴展視野至全球教育轉型背景，從AI倫理、跨文化教育、公民社會與學習型社會的建構出發，探討哲學的未來走向。

第七章作為總結，呼應本研究提出的五項核心研究問題，重申教育作為價值實踐與社會對話的場域之本質，並強調在地文化脈絡與公共責任之於教育哲學重建的重要性。本研究不僅重構實用主義教育哲學的理論深度，更嘗試為教育工作者與政策設計者提供一種具備實踐導向、文化關懷與行動力的教育哲學視野。This dissertation centers on the philosophy of pragmatic education, offering a systematic exploration of its philosophical foundations, theoretical transformations, and practical applications within contemporary educational contexts. In response to the rapid evolution of knowledge, the rise of artificial intelligence, increasing social diversity, and the restructuring of global education systems, pragmatism—emphasizing experience, action, and democracy—once again demonstrates its philosophical vitality and practical relevance. This study argues that education should not be reduced to mere knowledge transmission or institutional compliance, but should instead be understood as a form of cultural practice grounded in ethical responsibility and public engagement.The dissertation is organized into seven chapters. Chapter One outlines the research motivation, objectives, and key questions, and clarifies the methodological approach. Chapter Two traces the historical origins and theoretical development of pragmatic educational philosophy, from Charles Sanders Peirce and William James to John Dewey, and discusses its core concepts in light of contemporary educational discourse. Chapter Three focuses on the dialogue between educational ideals and teaching practices, using thought experiments and conceptual analysis to reveal the concrete implications of pragmatism in classroom teaching, assessment, and teacher-student relationships. Chapter Four proposes an integrative theoretical framework that addresses epistemology, axiology, institutional challenges, and future visions. Chapter Five turns to curriculum and instructional practice, analyzing the application of pragmatism in competency-based education, interdisciplinary learning, and teacher preparation. Chapter Six broadens the perspective to the global transformation of education, exploring future directions in educational philosophy through the lenses of AI ethics, intercultural education, civic society, and the development of learning societies.Chapter Seven concludes the study by revisiting the five core research questions, reaffirming the essence of education as a space for value enactment and social dialogue. It emphasizes the importance of local cultural context and public responsibility in reconstructing educational philosophy. Ultimately, this dissertation not only rearticulates the theoretical depth of pragmatic educational philosophy but also seeks to provide educators and policymakers with a vision of education that is grounded in practical engagement, cultural responsiveness, and transformative action.