學習社會：終身教育的理想目標   全文下載 更多文章

Learning Society: The Ideal Goal of Life-long Education

「學習社會」這個概念自從一九六八年由美國教育家哈欽斯(Hutchins R. M.)首先提出後，經過聯合國三十年來之推廣，其主要理念精神以廣泛成為先進國家之教育方針及重要國家政策。我國近來的教育改革聲浪中也逐漸形成以「終身教育」和「終身學習」來達成「學習社會」的共識，去年(87)教育部頒布「一九久八中華民國終身學習年」及「邁向學習社會白皮書」的宣示，推出許多具體政策及行動方案以資配合。其中「推展終身教育，邁向學習社會」是一明確的政策及行動方針。值此政策積極推行之際，本文擬將針對此一政策參考並彙整先進國家的經驗，摘取其理念的精華及有用的方案，以為國內政府施政與教學研究之參考。本文首先介紹終身教育與學習社會的源流、意義與發展，其次，介紹世界各先進國家推行的終身教育、學習社會的各種政策，以了解世界的教育趨勢；再次，對學習社會的意義、內涵、面貌做一廣泛的探討，以明瞭當今教育改革的理想教育情境為何？再則，探討生存於學習社會的四個基本能力；最後，建議達成學習社會的三個關鍵機制。

Since the term “Learning Society “ was created by Hutchins in 1968， its main ideas and meaning has been promoted by United States in international conferences， and became one of the most advanced countries' educational policies. In recent years， our government has implemented educational reform， and gradually formed a common conscience：” To approach Learning Society through Lifelong Education and Lifelong Learning.” In 1998， our government announced the education policy “1998 the Year of Learning Society， the Republic of China，” issued the book “Toward Learning Society”， and listed many policies and action programs to match it. The paper will first introduce the meaning and the development of lifelong education and learning society. Second， it will introduce the advanced countries' education policies and main approaches about lifelong education and lifelong society. Third， it will discuss the meaning， content， and phrases of learning society to understand the ideal situations of educational reform. Then， it will discuss the basic abilities to survive in the future learning society， and finally it will suggest three key mechanisms to achieve a learning society.