社會中的「學校」：杜威（J. Dewey）與洪席耶（J. Rancière）視角之比較與辯證

Abstract

本文試圖透過Dewey與Rancière學校觀之研討，尋繹「學校何以為學校」之問題。學校，可謂是我們為開展特定之教／學，使學生擁有別於社會他處的受教經驗，而在社會中有意圈出的地方。然學校之為學校，似必隨著我們對其與社會關係之理解而有所不同。換言之，即便學校必然既「在社會之中」，又「在社會之外」，但對學校趨向或遠離社會的不同側重，將會使我們對學校及其所促成的教學，有不同的期待。藉由扣連學校希臘字源的「閒暇」σχολή（scholē），筆者試圖指出：對於Dewey，學校作為改善之雛型社會，必須在使學生參與真實社會生活，並將職業之實作活動作為連結個人與社會中介的同時；藉由閒暇，使學校作為「無外在目的」的特殊環境，來讓學生擁有持續成長的完整經驗，並得以更好地與他人互惠交流。然而對於Rancière，學校則象徵一平等之所，使學生能作為平等者學習任何事，單純地為學習而學習；但卻也必須在藉由閒暇，中斷個人資質與社會身份之對應邏輯的同時，作為學生爭議與對抗社會既有不平等感知分配的知性解放基地。而經由指出學校此一使學生以「自為目的之方式」運用時間的閒暇形式，筆者亦進一步嘗試不將焦點放在學校對社會之成效，而是通過Dewey與Rancière，捕捉學校教育工作歷程中，一方面維繫社會結構，但也可能在另一方面動搖之的內在張力；並且詮釋教師在此工作歷程中，可以促成學校此閒暇本質的雙重原則，以及透過此形式核心所能導向之雙重目的。期本文對Dewey與Rancière學校觀之比較與辯證，能協助教師對學校教育實踐之反思，而重新築建社會中支撐「民主」教／學，被我們稱為學校的地方。This article attempts to explore the question of'what makes a school a school?' by examining the perspectives of John Dewey and Jacques Rancière. We can describe schools as places people intentionally set up in society to provide particular teaching/learning and allow students to have an educated experience different from other places. However, the definition of a school as such appears to be contingent upon humans' perceptions of a school's relationship with society. In other words, although schools are inherently situated "amid society" yetalso "outside of society," the degree of emphasis placed on their proximity or distance from society inevitably shapes expectations of them and the teaching that they seek to facilitate and achieve. By linking the Greek etymology of school, "σχολή" (scholē), meaning leisure, the author tries to reveal: Dewey envisions the school as an improved embryonic society whose core mission is to immerse students in real societal life and integrate practical activities related to vocations as a mediator between individuals and society. At the same time, the school becomes an exceptional environment devoid of external aims through leisure, which fosters a continual growth experience for students and gives them ample opportunities for reciprocal interactions with others. By contrast, Rancière perceives the school as a place of equality, where students can learn anything as equals solely for the sake of learning through leisure. However, besides disregarding the logic corresponding individual qualifications to societal positions, the school also serves as an intellectual emancipation bastion for students to question and challenge the existing unequal distributions of sensible within society.By drawing attention to the leisure form of schools, where students use time for"their own sake," the author tries to shift the focus away from the achievements of schools for society. Instead, through the lenses of Dewey and Rancière, the author intends to capture the inherent tension in the educational task process of schools: Schools uphold social structures, but they can also subvert these structures. In addition, the author interprets the role of teachers in this process, emphasizing their capacity to both foster leisure in schools through dual principles and thereby achieve dual objectives with this essential form. Through a comparative and dialectical discussion of Dewey's and Rancière's perspectives on schools, this paper seeks to assist teachers in reflecting on their educational practices and contribute to reconstructing what we call schools that support "democratic" teaching/learning in society.