「討論」對參與者在擴展知識面、增強理解力和判斷力各方面均能產生積極的作用；然而實務工作者發展出許多的討論操作策略，卻少有理論解釋的說明。更要緊的是，一旦「規定了討論就是對話」能否觸及教育場域中討論的實質經驗問題。準此，本論文研究目的為：（一）理解討論教學與教育實踐智慧的相關論述；（二）探索教育場域中討論的實質「經驗」問題；（三）闡釋教育場域中討論經驗的教育實踐意涵；（四）回應討論作為教育場域中實踐智慧開展的可能性；（五）援引理論向度提供實務操作之前瞻性。 本研究以現象學方法進行訪談與提取主題，首先給予討論經驗的一般性描述，再就主題的相關理論基礎進行論述呈現。後於探究教育場域中討論經驗所涉及的開放性、責任與對話三項主題而有以下六項發現：一、開放性具有「即興」的特質；二、討論場域中的成員透過說話構作現實性；三、討論場域中意義的「開放性」之所緣；四、討論場域中關於「責任」的“被看”與“看”；五、「遊戲概念」提供教育場域中的討論現象一種操作上的理論說明；六、釐清討論經驗的開放性、責任與對話三者的關係。 本研究結論包括：一、「有用性」的「無對象性」，需要實踐智之決斷；二、開放性、責任、對話三者需要實踐智之調和；三、討論的經驗是「朝向不確定的預先投身」或「朝向自身的可能性而投企」；四、對於討論場域中常見的「啞然、霎時無法回應」現象給出的一種解釋；五、討論作為教育實踐智慧的具體操作典型。最後研究建議則為：一、加入「語言-身體性」議題之綜合討論，作為後續研究之引線；二、進一步探究開放性、責任、對話三者在時間結構上的實踐意涵，或許可茲回應黑爾德指出實踐智所具有之實踐導向、反思判斷力及其來自「時間偶然性」與「互為主體性」兩項根本難題，給予一種參考路徑。本研究預期貢獻則著眼於闡述討論適可作為教育實踐智慧的具體操作典型，援引理論向度以提供討論實務操作之可能性、前瞻性。 / Having a discussion can play an active role in expanding the knowledge of participants and enhancing their understanding and judgment. However, many discussion-operating strategies have been developed yet a few theoretical interpretations have been made. What is more, whether the essential experience problems discussed in education field can be involved once “discussion is dialogue” is prescribed? Therefore, this study aims to: (I) understand and discuss the arguments relevant to teaching and educational Phrόnesis[practical wisdom]; (II) probe into essential experience problems discussed in the educational field; (III) interpret the implications of discussing educational practices to the educational field; (IV) respond to the possibility of considering “discussion” as a factor in the development of Phrόnesis in the educational field; (V) refer to the theory of dimension in providing insights for practical application. This study forms a discussion and summarizes the theme using the Phenomenological Method. First, it gives a general description of the discussion and proceeds to discuss and present the relevant theoretical basis for the theme. Later, it probes into three themes related to the discussion in the educational field; namely, openness, responsibility, and dialogue. The results summarized in six points are as follows: I. Openness implies “improvisation”; II. Participants in the discussion create reality through dialogue; III. The aspect of openness in a discussion; IV. To Discuss “being seen” and “seeing” in the concept of “responsibility”; V. The “play concept” provides a theoretical interpretation of the discussion in the educational field; VI. The need to clarify the relationship of openness, responsibility and dialogue in a discussion. The conclusions of the study are: I. “No-object nature” of “the availability” requires judgment and decision based on Phrόnesis; II. Openness, responsibility and dialogue demand the need for Phrόnesis; III. The discussion of experience is “the pre-projection towards unsure direction”, or “dedication into resoluteness towards the self-feasibility”; IV. An interpretation of the “inanity of immediate response” comes up frequently in the discussion; V. A discussion is perceived as a typical concrete model for educational Phrόnesis. Finally, this study recommends the following: I. Participate in a comprehensive discussion of “language-body”, as a basis for future research; II. Continue to explore the practical implications of openness, responsibility and dialogue to time structure, or promise to respond K. Held on his words that Phrόnesis has practical direction and reflective judgment, and respond to two difficult problems from “time contingency” and “inter-subjectivity”, to give a reference or approach. This study aims to contribute to the idea of “discussion” as a suitable and typical concrete model for educational Phrόnesis. It also refers to the theory of dimension to provide the feasibility and for practical application.

關於台灣40-70年代幼兒教育史的研究至今仍以鉅觀探究為主，然而此時期幼兒教育的發展，主要由少數學者推動、開拓而成，其「為何而為」、「如何實踐」尚待探究。 本研究以生命史研究取向，探究一位走過台灣40-70年代的幼兒教育工作者，透過其職業史，探究其職業生涯歷程與社會文化脈絡的關連性，作為瞭解台灣幼教在開拓時期的一個生命性路徑。另外，從生命史觀點，探求個體何以成為幼師，並在其時代背景做出與大多數人相悖的決定，從事幼教工作40年。 通過詮釋歷程，描繪其幼教專業實踐圖像「幼教專業的開拓與轉化」： 一、變動環境中的機緣，作為生命主體開拓的動力 二、幼教專業認同與拋光實踐 三、生命實踐的轉化與傳承 最後，給予未來在「幼師專業」、「幼教師培」及「課程與教學」研究議題上的一些建議。 關鍵字：幼兒教育史、生命史、教師專業實踐 / The researches about the history of early childhood education during 1950-1980 in Taiwan were mostly focus on macro-scope. While during the time, the development in early childhood education was opened up and promoted by a few scholars. It is needed to take more micro-scope view on “Why” and “How” they did it. This research applies life history method approach to study the pioneer of Taiwanese early childhood education in 1950-1980. By analyzing the material of her professional history, the connection of her vocation and social-cultural context is revealed, which is regarded as a life-roadmap for understanding the pioneering era of Taiwanese early childhood education. Moreover, life history method approach is also applied when discussed why individual became an early childhood educator and made decisions against mainstream—devoted oneself into early childhood education for more than 40 years. Through the interpretation, the profession practice map, “the pioneering and transformation of professional early childhood education,” of Mrs. Gao, Huai Sheng is depicted: 1.The opportunities in changing environment as the motivation of a subject. 2.The identity of early childhood education profession and its profession practice. 3.The transformation and passing down of the life practice. Finally, the paper gives some advises on the future research about “the early education profession “, “ teacher education” and “curriculum and teaching.” Key words: history of early childhood education、life history method、 teacher’s profession practice

本研究旨在探討音樂經驗的教育實踐意涵，採取理論分析的方法，探究音樂教育哲學典範的衝突根源，在技術與實踐智的關係詮釋中，闡述音樂經驗的教育實踐本質。 回顧音樂經驗本質的理論脈絡，古希臘以強調和諧、淨化、教化的音樂倫理學與發展以娛樂目的的音樂美學為主，近代則以知覺解釋的心理學與本質描述的現象學為主。就音樂經驗的知識本質而言，從功效、審美到實踐的北美音樂教育哲學典範，基本上是從技術走向實踐、從一元走向多元、從穩定走向不穩定的價值典範。 綜合研究結論，就音樂的教育實踐途徑而言，技術造成一種手段與目的的對象化關係，實踐智則建立手段與目的合一的自我知識，前者發展音樂認知的科學方法，後者開拓音樂意義的可能性。當然，本研究並不否定技術存在的價值，而是從一種存有美學來關照音樂經驗中的意義可能性，在審美無區分的自我陶養經驗中，音樂同時是一種教育實踐，實踐智典範與技術的本質最終在教育實踐意義裡相通，而倫理學與美學在音樂經驗中彼此共融。 / The purpose of this study was to explore the significance of educational practice in the nature of musical experience. The theoretical analysis was applied to inquire the cause of the conflicts among the different philosophical paradigms of music education and the hermeneutic analysis of techne and phronêsis was used to explain the educational essence of musical experience. Based on the context of the essential theory of musical experience, there were two ways in the ancient Greece: the musical ethics and the aesthetics of music. The musical ethics emphasized the metaphysical speculation about harmony, purification, and cultivation; while the aesthetics of music developed the science of experience on the aim of pleasure. In the modern history, the psychology and the phenomenology were the main research approaches of musical experience. The former explained the music perception; the latter described the nature of musical experience. Regarding the essential standpoint of musical knowledge, the trend of the philosophical paradigm of music education (utilitarian, aesthetic and praxis) developed in North America was a value paradigm that was from technique to practice, singular aspect to multiple aspect, and steady situation to unsteady situation. In conclusion, from the standpoint of educational practice, the technical way reified the relationship of the means and the purposes, and the practical way (self-knowledge) was a way of two-in-one; the former developed the scientific methods of musical cognition, the latter developed the possibility of musical meaning. Certainly, the value of techne was not denied, but more concerned the meaning’ possibility of musical experience, that was to say, music as an educational practice of self-cultivation in the aesthetic non-differentiation, the paradigm of phronêsis and the nature of techne were eventually the same one in the significance of educational practice, and the ethics and the aesthetics were two-in-one in the musical experience.

「哈法」是一種存在於臺灣，在哈日、哈韓之外的文化現象，「哈法族」則是一群真實存在於我們生活周遭的人們，同時形成一種融入法國文化的生活風格，但每個哈法族會因其接觸法國文化的時間、所接受的文化資本與生活經驗而有所區別。故本研究根據10位受訪者的學經歷、法語程度、會消費的法國文化商品、日常生活實踐與對法國文化的看法，將其歸納為內化與外顯等兩類哈法族。 透過深度訪談的質化研究，以布迪厄的文化消費實踐理論與高夫曼的戲劇理論，分析哈法族習癖的養成歷程及所呈現的生活風格與自我形象，並探討這一個喜愛法國文化的族群，如何透過個人的各項資本，將法國文化、法國性與日常生活的各個場域相互關聯，得以實踐自己的法式生活。 研究發現將法國文化內化至精神態度中以呈現其生活風格的內化的哈法族與藉由法式符號的蒐集、儀式化行為的模仿來展示品味的外顯的哈法族，兩者雖皆是在喜愛法國文化這個共同前提下，但呈現出的仍是各具差異的消費心態，沒有一個完全趨同的哈法樣貌，亦體現法國文化的異質性。 對哈法族而言，法國文化不僅僅是生活的一部分，而是經由各式各樣的管道接觸、理解、並消費，再透過日常生活實踐的過程，使其不斷構連法國文化與自我之間的意義。而哈法族的品味，最終演變為本質就是我的意涵。 / Some people who like French culture and connect it with their daily lives and show a different lifestyle. They are called “Francophiles” in this thesis. The purpose of this study is to explore and analyze the cultural consumption practices of these people, using Bourdieu and Goffman’s theories as a research approach. Its goal is to give an insight of Francophile in terms of taste, capital, distinction and self-performing. According to the study, Francophile can be represented by two categories, internalization and externalization, differentiated in their views of French culture, daily lives and ways of consuming artefacts from France. The first category, internalization, shows its “Frenchness” in lifestyle and mental attitude; while the second category, externalization, collects symbols of French culture and imitates ritual behaviors of French people from books, movies and mass media.

本研究為長期性的敘事研究，運用了Wenger (1998)的「實踐社群」社會學習理論(communities of practice)，以及Norton(1995)的投資理論 (investment)，研究目的是為了探索一位台灣的英語教學研究所博士生的學術成長經驗及其所衍生的意義，特別是針對他奮勉進行學術研究投稿、完成博士學位、並進而開啟他未來的學術生涯等等的過程。本研究主要追蹤了研究參與者在其博士生涯的三個形成階段中，他的學術投稿經驗的心路歷程，一路到研究參與者最後在全球的英語教學領域之學術社群中取得更完全的參與度階段。為了能夠對於研究參與者其經驗有深入的了解，本研究採用了「敘事研究法」，收集了研究參與者的學習經驗自傳、敘說訪談的錄音及其逐字稿、研究者的現場筆記及研究筆記、以及其他由研究參與者所提供的文件等資料，以便能分析參與者的言談資料、且對資料進行敘事性的分析、並進而產出情節故事作為研究結果。研究結果發現，研究參與者持續努力來達成其所認定的學術投稿要求，確實增長了他在學術素養的成長，並足以成為學術社群當中的一員。在其過程當中，研究參與者對於實踐其學術投稿的過程當中相關資源的運用方式，與在Wenger ‘s (1998) 「實踐社群」社會學習理論的非正式學習的特色是相互呼應的。研究參與者在學術社群當中所獲得的參與度，也表現出了其所累積的文化資產。最重要的是，從研究參與者的經驗透露出，就其受到英語教學社群的社會文化的影響之下來看，研究參與者埋首致力於學術投稿活動不僅僅是為了當下於英語教學社群的參與，也為了即將到來的終生志業進行Norton (1995)理論當中的個人投資的傾向。這樣的情況顯示出，要學習成為一個英語教學研究領域的學者，的確是涉及了諸多層面的複雜構面及諸多意義上的磋商。而就整個過程來說，也是與研究參與者，他身為初階的年輕學人，身處於台灣的社會情境當中，為了能夠符合全球各地諸多種類專業社群的規範，他以放遠全球的思維來，來實踐在地的行動，成長中的信念是有所共鳴的。最後，本研究將針對台灣高等教育環境中的英語教學研究領域之博士班課程提出建議並討論，以促進年青學人們在學術領域的發展。 / Drawing on Wenger’s (1998) social learning theory as well as Norton’s (1995) notion of investment, this longitudinal qualitative study aims to investigate and derive meanings from the academic experience of one former Taiwanese TESOL doctoral student as he struggled to write for scholarly publications, survived the Ph.D. program, and initiated his academic career. The study mainly traces the twists and turns of his publishing experience in three stages of his forming years till the participant finally has acquired a fuller membership in the global TESOL academic community. To capture and derive an in-depth understanding of the experiences, a narrative inquiry approach was adopted, collecting the young scholar’s written autobiography, recorded narrative interviews and transcripts, the researcher’s research notes and other related documents that the participant provided, so as to thematically analyze the narrative data and then exert the narrative analysis to configure the happenings and events into seven emplotted narratives as the research results. The findings indicate that the participant’s continual endeavor to meet the perceived and assumed requirements for publishing indeed rendered him the academic literacy development necessary to become a member of the academic community. In the process, the participant’s ways of utilizing resources situated in the practice of publishing echo the features of informal learning in Wenger’s (1998) social learning theory. The membership in the academic community gained by the participant also indicates the accumulated cultural capital. Most importantly, the participant’s experience as a doctoral student, being socially and culturally medicated by the TESOL academic community, reveals a tendency to engage in academic tasks for scholarly purposes not only for the current participation in the TESOL academic community but also for personal investment (Norton, 1995) for the coming life-long career. This suggests learning to become a TESOL scholar indeed involves multiple layers of complexity and challenges, and the whole process is also a resonant to his growing faith as a novice young scholar, situated in the social context of Taiwan, to act locally and think globally, in order to conform to norms of various discourse communities around the world. Suggestions for TESOL doctoral programs in Taiwanese higher education to help and support young scholars’ academic development are discussed.

第一章是緒論，陳述研究動機、研究方法和研究範圍。 第二章是國父「社會互助論」與馬克思「階級門爭論」之成因－－歷史文化之差異、 社會背景之不同及國父、馬克思兩人在性格上的差異，說明兩論因形成條件之不同， 從而兩論之主張亦大異其趣。 第三章是國父「社會互助論」與馬克思「階級門爭論」之比較－－從兩論的基本內涵 ，到兩論的重點主張之比較，突出兩論的重要論點和差異，並從社會的本質、社會的 歷史、社會的生活和社會的進化等，分述兩論的差異。 第四章是國父「社會互助論」與馬克思「階級門爭論」的檢證－－透過理論、實踐兩 個層面，從理論上及政策執行之實效上，來檢證兩論的優劣。再就世界學者對兩論之 評議，和馬、思兩氏晚年之自承錯誤等，對兩論作全面而深入的評估。 第五章是結論－－分為兩部份：一為比較研究中筆者個人的幾點感想，指陳馬克思「 階級門爭論」之矛盾與廖誤；二為對未來世界之展望－－社會之未來發展，必然趨向 「社會互助」，捨棄「階級門爭」。

回溯過去的研究,教師信念對於其教學行為影響非常深遠，但是對於字彙學習策略融入教學這個議題，相關的研究仍然不多。本研究旨在探討高職英文教師對於字彙學習策略融入教學的信念還有實際的教學情形。文獻探討涵蓋字彙教學的發展、字彙學習策略的理論以及教師信念與實踐。 本研究所蒐集到的有效問卷為二百零一份，研究的對象為台灣的高職英文教師。研究方式採用量化的教師問卷佐以質性的教師訪談。共有八位教師參與本研究的訪談。訪談的內容經過整理分析，用來解釋或補充問卷統計的結果。分析問卷時，採用的統計方法有描述性統計、相關係數、單因子變異數分析。本研究的主題如下：(一) 教師信念及教學情形：分別以認知策略、社會策略、後設認知以及學習媒介等策略來探討、(二)教師信念與其實踐情形是否符合，與造成兩者之間不相符的可能原因以及(三)探討影響教師信念與實踐的各種因素。 本研究的主要發現是： 1. 教師對於字彙學習策略融入教學抱持相當正面的態度，而實踐程度是中低等以上。 2. 由於統計顯示教師信念和實踐是正相關，教師實踐和他們的信念大致符合，不過教師所面臨的一些問題如教學時數限制、學生動機、教科書的設計、資源不足等會使他們無法完全遵照其信念於教學。 3. 一些因素如教學年資、教師學歷、學生程度、英語教學時間長短、教師是否參加字彙相關研習，以及是否接觸學習策略相關的研究報告等確實會影響教師的教學信念與實踐。 本研究有助於了解高職英文教師對於字彙學習策略融入教學的信念以及他們實踐的情形，希望能夠提升老師對於策略教學的覺知。研究者對於英文教師、師資培育機構、教育部還有教師書出版社提出建議改善之道，期望能進一步提升高職的英語教學。 / Although research has shown that teacher beliefs play a decisive role in teachers’ instructional judgments and decisions, their beliefs and practices in integrating vocabulary learning strategies have not gained enough attention in the recent English educational forum. This study aimed to explore what attitudes vocational high school English teachers held toward the instruction of vocabulary learning strategies and their practices of the beliefs. Literature review ranged from vocabulary instruction, vocabulary learning strategies to teachers’ beliefs and practices. The participants of this study were vocational high school teachers in Taiwan. The data collection instruments were questionnaire and interview. The former provided mainly quantitative data and the latter qualitative data. A total of 201 valid questionnaires were analyzed and computed by means of descriptive statistics, correlation, t-test and one-way ANOVA. Eight teachers were contacted for the follow-up interviews. Their interview results were utilized to further support and explain the questionnaire data. There were three issues investigated in this study. The first one was teachers’ beliefs and practices in integrating vocabulary learning strategies into their instruction. Teachers’ beliefs and practices of cognitive strategies, social strategies, multiple sources, and metacognitive strategies were discussed. The second was the consistency and inconsistency between teachers’ beliefs and their practices and the possible problems that might cause the inconsistency. The third one was influential factors that affected teachers’ beliefs and practices. Based on the results of the study, major findings were summarized. First, teachers approved highly of the integration of vocabulary learning strategies and the frequency of their practices ranged from low to high. Second, based on the significant correlation of teachers’ beliefs and practices, the relationship was generally consistent. However, teachers were not able to teach what they believed completely. Some of the strategies revealed larger gap due to the problems from the curriculum, students’ motivation, textbook design and teachers’ preparation. Third, variables such as teachers’ teaching experience, educational background, students’ BCT test score, instructional time, teachers’ attendance of workshops and their exposure to related research were found to be significant in affecting teachers’ beliefs and practices. It is hoped that the study can contribute to more understanding of vocational high school teachers’ beliefs and practices in vocabulary learning strategies. Teachers may inspect their teaching process and raise the awareness of integrating vocabulary learning strategies into their teaching. Based on the findings of the study, the researcher further made suggestions to English teachers, teacher education institutes, the Ministry of Education and the textbook publishers. Results of this study might help enhance English teaching in vocational high schools.

本文研究的目的嘗試回答「在以國族認同的現實中，東亞流行文化的交流是否能使東亞國家成為一個想像中的共同體，進而創造一個令人嚮往認同的東亞認同？」。在理論層次上，本研究認為一個想像中的東亞共同體可以建立在亞洲閱聽人對東亞國家間混種流行文化產品的消費上，東亞共同體代表了形形色色的生活型態，並結合傳統、現代及後現代的價值觀。為了要找出混種的文化實踐能否建構東亞認同，必須探討這些文化實踐在社會及歷史的情境中各種既有的連接方式。 本研究發現，在消費進口流行文化的情境下，消費混種流行文化文本不僅能提供消費者反思社會議題，同時也讓生產者理解其他國家如何產製產品的機會。此外，大眾媒體藉由討論國家主義，試圖干預閱聽人對他國文化產品的消費行為。當審視東亞流行文化實踐之間所發生複雜的互動關係，本研究也發現構想東亞認同應該是想要面對並克服各種非民主及壓制的力量，而非去認同其所定位的文化內容。 / National identity has traditionally played a central role in shaping a person’s views and beliefs. However, is it possible that we are moving towards a new paradigm, where exchanges of popular culture in East Asia make it possible to visualize an integrated East Asia bloc and connect with a broader East Asian identity? On the theoretical level, we contend that the new East Asian image is being cultivated by the commonality of consuming hybridized popular culture products exchanged among East Asia countries, which represent various shapes and forms of cultural memes, which are ingrained in tradition and values of modernity and post－modernity. In order to find out whether hybrid cultural practices can constitute the basis for the establishment of an 「East Asian identity」 with the potential to change the current landscape in power relations, we need to investigate concrete ways in which specific cultural practices are articulated in the social and historical contexts. In the context of the consumption of imported popular cultural products, the experience of hybrid popular culture products provides the consumer with an opportunity to critically reflect on the problems in their society as well as gaining an insight into the foreign country producing the product. For the part of audiences enjoying other Asian cultural products, some make use of the cultural products as symbolic capital as a way of distinguishing themselves from other users.

本研究旨在探討新創教育公司創業階段發展歷程之產學合作中的組織學習與社群發展活動。依公司的創業發展程度區分兩個時期: 初期與成長期進行分析。期待能夠提供一些實務與學理的貢獻。 本研究方法乃採用「個案研究法」來進行。透過新創教育公司的個案研究可以較深入去探討實務上，如何的進行於產學合作中的各項活動。 本研究之問題有四: 1.在創業階段的不同時期中，產學合作的資源連結方面分別如何 ? 2. 在創業階段的不同時期中，產學合作的主要問題及解決方案為何 ? 3.創業階段，不同時期中，實踐社群的培育重點為何 ? 以及社群培育與維繫的問題 ? 4.創業階段，創業團隊，於組織學習方面，如何達到有效學習 ? 學習來源和主要方式為何 ? 本研究獲得以下之主要結論: 本研究分析所得的主要結論 : 一、創業階段，不同時期需求，產學合作的非正式資源聯結重點不同。 二、價值觀及新公司無品牌吸引力是創業兩階段的產學合作困擾發生的主 因，而成長期的學校教師流動也造成產學合作的困擾。 三、創業階段初期，立即開始實踐社群的培育，有助於產學合作的完成。 四、以共同活動的參與有助於實踐社群的發展。 五、個人的專業認知差異和地域關係，都會影響社群的永久發展。 六、重視目標達成、知識創新、知識推廣及容許失敗實驗的學習，都有助 於組織學習效果的提升。 七、親身體驗及實驗學習都是跨領域創業組織學習的有效方式。 / The purposes of this study were to explore the industry-academic cooperation of the development of an entrepreneurial stage of a new education firm in organizational learning and cultivating communities of practice. Based on a real case study, the entrepreneurial stages of this new firm’s industry-academic cooperation activities can be divided into two stages including early stage and growth stage. According to the different entrepreneurial stage of a new education firm, the study aims to investigate the questions: 1.How about the main resource linkage between the firm and the academic in the industry-academic cooperation? 2. What are the main problem and the solution in the industry-academic cooperation activities? 3. What is the key point of the cultivating communities of practice? 4. For the Firm’s organizational learning, how to get the effective learning in which learning resource and learning type? According to the different entrepreneurial stage of a new education firm, the main findings of the study were as follows: 一、The different resource linkages demanding existed in different stage. 二、The concept of value and the new firm without brand are the main problem in the industry-academic cooperation activities. The teacher will be transferred to another school is the problem of the industry-academic cooperation activities in the growth stage. 三、The cultivating communities of practice from the early stage are helpful to develop the industry-academic cooperation. 四、The co-work is helpful to develop the community of practice. 五、The community will not be retained by the expert who holds on one’s own views and the different area where the community people live. 六、The effective learning of the organizational learning is to pay attention to the target approaching, knowledge creation, knowledge spreading and failure permitting. 七、Learning through practice and demonstration are effective resource and type.

本文以「孔子弟子」為研究對象，探討孔子之下第一批儒家從學者對於孔子之學的發展。主要藉由觀察孔子弟子的儒學發展，分析前人所謂「弟子分化」的關鍵點與整體趨向，並討論孔子弟子對於儒學、乃至先秦學術所造成的影響。除推證、釐清前人對於孔子弟子的相關論述，展現孔子弟子於儒學發展的重要作為以外，亦期能稍以增補戰國儒學傳承的線索。 全文共分五章：一、「緒論」，說明本研究形構的背景；二、「孔子弟子從學的背景與表現」，從社會背景、事行表現與從學情況三主題，觀察孔子弟子與孔子之教的連繫情況，並建立對於孔門從學者的具體認識；三、「孔子弟子儒學發展的趨向」，自政治參與、六藝之學以及德行之學三面向，討論孔子弟子儒學發展的情況，同時觀察其整體趨勢；四、「孔子弟子儒學發展的影響」，根據前章所得，分就儒學理論、儒學實踐、戰國學術三方面，說明孔子弟子儒學發展的影響。五、「結論」，總結本文研究成果與未來展望。相關資料整理，則另列於「附表」。