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國立屏東大學學報:教育類  2018/04 第二期 (Vol.2)     29-46

再論Bobbitt的課程理論分期問題   Re-considering the Stages of Development in John Franklin Bobbitt’s Curriculum Theory 劉幸 LIU Xing

【中文摘要】 Franklin Bobbitt是現代課程理論的奠基人。諸多學者認為，Bobbitt的理論經歷了兩個階段：前一個階段的他立足於一種機械和行為主義的視角，倡導社會效率主義；後一個階段的他則更具有進步主義的特色，關心學生活生生的經驗。一般認為，他發表於1926年的一篇論文標誌著這一理論上的轉向。對這篇標誌性論文的文本進行文本細讀後不難發現，所謂的轉向是對他理論的一種誤讀，事實上兩者從一開始就構成了他理論中的有機整體。這種誤讀主要發生於二十世紀七十年代，源於當時Tyler的課程原理被批評為科學主義課程原理。這一認識影響了日後在教科書中的經典敘事，並使我們形成了對Bobbitt的這一刻板印象，而這一刻板印象阻礙了我們充分認識教育思想史中的複雜性。

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【英文摘要】 Franklin Bobbitt is the founder of modern curriculum theory. There is a generally supported saying that Bobbitt’s theory went through two stages, the first focused on social efficiency with a mechanical and behavioral approach, and the second a more progressive approach, caring for the living experience of pupils. A close reading of his so-called turning point paper proves that this is a misunderstanding and that these two parts actually composed an organic unity in his theory from the very beginning. This misunderstanding happened mainly in the 1970s, with a tendency to criticize the Tyler Rationale as scientism. It influenced the canonical narrative in curriculum textbooks later and became a stereotype in our understanding of Bobbitt. It obscures the complexity of the history of educational thought.

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