【英文摘要】
This study draws on the educational philosophy of G. J. J. Biesta to explore the practice, challenges, and developmental directions of democratic education in Taiwan. Biesta distinguishes the tasks of education into qualification, socialization, and subjectification, placing particular emphasis on subjectification—students' capacities to actively engage with the world as independent individuals. Currently, democratic education in Taiwan is constrained by a system of performance-based accountability, excessively emphasizing learning outcomes and focusing primarily on qualification and socialization, while neglecting the development of subjectification. Biesta critiques "learnification" and evidence-based education, arguing that such outcome-driven approaches inhibit the growth of student subjectivity. He proposes the metaphor of "teaching as interruption," underscoring the uncertainty and subjective freedom inherent in the educational process, and advocates that education should transcend narrowly defined goals of competence and performance.
This study aims to revisit the practices and challenges of democratic education in Taiwan through Biesta's educational philosophy, offering recommendations for future directions. The objectives of this research include: clarifying Biesta's theoretical formulation regarding educational purposes (qualification, socialization, and subjectification) and his critique of evidence-based education; analyzing his perspectives on democracy, emancipation, and pedagogical philosophy; investigating the reconstruction of teacher-student relationships and practical wisdom in educational responsibility; and finally, examining the limitations faced by democratic education in Taiwan under the influences of learnification and performance-based accountability, proposing an educational model centered on the cultivation of student subjectivity.
Through an in-depth examination of Biesta's educational philosophy, this study seeks to provide a novel philosophical reflection framework for the development of democratic education in Taiwan. It emphasizes that alongside the pursuit of educational quality, attention must also be given to students' subjectivity, ethical responsibility, and diverse forms of participation, thereby providing theoretical foundations for future educational policy explorations.
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