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博碩士論文 etd-0822101-145855 詳細資訊
Title page for etd-0822101-145855
論文名稱
Title
華滋華斯與十九世紀英國教育改革
Wordsworth and Nineteenth-Century English Educational Reform
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
113
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2001-06-28
繳交日期
Date of Submission
2001-08-22
關鍵字
Keywords
新歷史主義、教育、郊遊、威廉•華滋華斯、鄉村團體
new historicism, The Excursion, William Wordsworth, education, rural community
統計
Statistics
本論文已被瀏覽 5747 次,被下載 4398
The thesis/dissertation has been browsed 5747 times, has been downloaded 4398 times.
中文摘要
本論文旨在從歷史的角度來探討華滋華斯的教育觀,以及其和十九世紀英國教育改革之間的關係。在十九世紀,國民教育伴隨著法國大革命與工業革命的腳步,成為了不可避免的社會議題。在百家爭鳴的教育改革運動中,就以約瑟夫•蘭克斯與安德魯•貝爾所提倡的「教學助理制度」(monitorial system)最為突出。他們利用學生為教學助理在教室中達到量多而有效率的教育目的,因此而最能滿足時代大量教育的需求。其大量化、高效率、物質主義的特色成為工業革命的精神象徵。然而另一方面,華滋華斯則堅持著一種以團體為依歸的教育理念,促請人們重視並珍惜舊時代的道德價值觀,像是傳統鄉間團體 (traditional rural communities) 生活所隱含的和諧、真情、互助的特質。華滋華斯代表的是十八世紀的鄉村傳統,他對於在物質主義的懷抱中長大的時下青少年感到憂心忡忡,因此嘗試著在他的詩文中提倡他的教育理念,尤其在《郊遊》(The Excursion) 這首長詩中,他刻劃出一個理想的社會願景,在其中大自然、人、與社會構成一個和諧的整體,為人們的心靈教育提供適當的環境。華滋華斯對於舊式鄉村傳統的擇善固執使得他與當代教育改革家漸行漸遠,以至於轉而反對貝爾的教學助理制度。

Abstract
This thesis adopts a historical point of view to analyze Wordsworth’s concept of education in relation to nineteenth-century English educational reform. In the nineteenth century, mass education, following the pace of the French Revolution and the Industrial Revolution, became an indispensable social issue. Among the diverse educational reform movements, Joseph Lancaster and Andrew Bell’s monitorial system was most prominent in that they provided a pedagogy that utilized teaching assistants to achieve efficiency and sufficiency in a large classroom and thus fulfilled the need of large-quantitative education of the age. Featured by efficiency, sufficiency, and materialism, the monitorial system best embodies the spirit of the Industrial Age. On the other hand, Wordsworth insisted on a community-based educational philosophy that urged people of his age to cherish old moral concepts such as harmonious, affectionate, and cooperative communal spirit inherent in traditional rural communities. The poet, representing the eighteenth-century rural tradition, observed with anxiety those children raised in an materialistic atmosphere. He delineates in his major works, especially The Excursion, a social vision that provides the best environment for the development and education of a spiritually mature man in which nature, man, and society are incorporated into a harmonious unity. This insistence on the old rural tradition distanced Wordsworth from his contemporary educational reformers and caused him to withdraw from his original support of the monitorial system.

目次 Table of Contents
TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter I: Nineteenth-Century English Educational Reform . . . . . . . . . 18
Chapter II: Wordsworth’s Concept of Education. . . . . . . . . . . . . . . 47
Chapter III: Wordsworth and Nineteenth-Century English Educational Reform . 80
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112


參考文獻 References
BIBLIOGRAPHY

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