再思考教育關係：緣起、意義與挑戰
摘要
一般相信兒童順遂成長有賴於和成人建立有助於其發展的關係，西歐「精神 \n科學」教育學則提出「教育關係」的說法，主張教育的實務或理論都必須以這種 \n教育關係為基礎，不過其立論也遭遇到諸多挑戰。本文採用文本詮釋與觀念分析 \n的方法進行探究，有下列三個發現：一、教育關係是教育者與被教育者之間所建 \n立自成一類的（sui generis）特別關係，後者天生的不利或相對未成熟狀態，引發前者的關懷與支持，在同時考量被教育者之現況與其理想狀態之下，教育者實踐教育行動以協助被教育者順遂地成長與發展，進而使原先兩者之間相對未成熟、不對稱性或教育關係消失或停止。二、儘管教育關係面臨種種挑戰，諸如它是否為自成一類的特別關係、它是否隱含著成人的宰制、壓抑或控制、它面對個人主義、工具理性、技術化所帶來的威脅、教育者／成人的自我洞悉與G. Biesta所論第三空間所形成的可能障礙等，教育關係仍然具有存在的可能性，甚至有蓬勃發展的必要性。三、基於教育關係的重要意義與性質，建構教育理論或推動教育實務都必須建立在這種關係的基礎上，同時，教育關係屬內在的善，這種善必須在具體營造這種關係之中獲致，本文以教育關係作為教育（學）的基礎和師資培育的核心素養—教師建立教育關係的能力為例，闡發有關教育關係之見解的重要教育蘊義。 \nIt is generally believed that, in order to flourishingly grow up, human children \nneed to establish the relationship conducive to their development with adults. \nPedagogical relation is this sort of human relation with the aforementioned nature. \nIn the light of this, this study is aimed to investigate the “pedagogical relation” put \nforward in the West European “Geisteswissenshaftliche” pedagogy, focusing on its \nmeanings, evolutions and challenges confronted. Adopting text interpretation and \nconceptual analysis, three findings are obtained as follows. Firstly, pedagogical relation is a relation sui generis established between educators and educatees, the disadvantaged or relatively immature states of the latter evoke the care and support of the former. Taking both their present states and ideal states of the educatees into consideration, the educators perform pedagogical actions to help the educatees grow and develop well, as a result of which the original temporary immaturity, the asymmetry or pedagogical relation vanishes or comes to an end. Secondly, although there are various challenges faced by pedagogical relation, such as whether it is a relation sui generis, whether it entails adult’s dominance, suppression and control, whether individualism, instrumental reason or technicization threatens its viability, whether self-transparency of educators/ \nadults or the