教科書編輯者作為轉化型知識份子的可能性與實踐方向 Textbook Editors As Transformative Intellectuals: Possibilities and Practices

Abstract

臺灣教科書開放政策之後，衍生出教科書價格與品質等相關問題。本研究藉批判教育學的觀點，重新思考教科書編輯的過程。首先，先說明「轉化型知識份子」的意涵，藉以論述教科書編輯者作為「轉化型知識份子」的可能性；再以批判教育學的觀點說明教科書編製過程的知識與權力運作；最後提出教科書編輯者作為「轉化型知識份子」之實踐方向如下：一、看見「看不見」的連結點；二、承擔社會責任；三、發展真正的一綱「多本」；四、鼓勵出版社編輯者在職進修與能力提升。 Following Taiwan’s open textbook policy, issues related to the price and quality of textbooks have been raised. This article re-examines the process of textbook editing from the perspective of critical pedagogy. First, the meaning of “transformative intellectuals” is interpreted in order to discuss the possibility of textbook editors as “transformative intellectuals”. Next, the knowledge and power operations of the textbook development process are described from the perspective of critical pedagogy. Finally, the following practical directions for textbook editors as “transformative intellectuals” are proposed: 1. Discover the implied meanings behind phenomena; 2. Take social responsibility; 3. Develop authentic implementations of “one-guideline-multiple-versions”; 4. Encourage publishing editors to complete in-service training and ability enhancement programs.

Keywords

• 教科書
• 教科書編輯者
• 轉化型知識份子
• textbook
• textbook editors
• transformative intellectuals