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觀 念 論 文
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華人的企業文化與生產力
Chinese Corporate Culture and Productivity
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黃光國
台灣大學心理系
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Kwang-Kuo
Hwang / Department of Psychology National Taiwan
University
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本文的主要目的是在探討華人文化傳統對家族企業之企業文化的影響及其與生產力之間的可能關係。作者以他對儒家思想的分析作為參考架構，討論華人的家族主義、權威主義、人情主義、長程取向、勤奮工作等特徵，並討論這些特徵與家族企業之企業文化間的關連。作者主張，提高組織中生產力的主要因素是：（1）依照公平法則建立一種激勵或酬賞制度，使個人的利益與組織的利益合而為一；以（2）引發個人追求成就或工作的動機；（3）樂於採用並以彈性的精神運用新的生產方法或技術，以解決他們所面臨的問題。
關鍵詞︰企業文化、儒家思想、生產力、家族企業、彈性精神
作者簡介︰
黃光國美國夏威夷大學哲學博士（社會心理學） / 台灣大學心理系教授
通訊處︰（107）台北市羅斯福路四段1號 台灣大學心理系
電話︰（02）23630231轉2139
傳真︰（02）23629909
E-mail︰hwangkk@ms.cc.ntu.edu.tw |
This paper was aimed to study the influence of Chinese
cultural tradition on the corporate culture of family
business and its tentative relationship with productivity.
Such Chinese characteristics as familism， authoritarianism，
and personalism， long-term orientation， hard-working，
etc.， were discussed within the author's framework
for analyzing Confucianism. Their relationship with
corporate culture of family business were also examined.
It is argued that the crucial factors for promoting
productivity in an organization are: （1） constructing
a reward or incentive system in accordance with
equity rule to align personal interests with organizational
interests， so as to（2） elicit individual's motivations
to work or to pursue achievement， by （3） adopting
new methods or new techniques of production and
utilizing them in a flexible way to solve problems
and satisfy needs.
Keywords: corporate culture， Confucianism，
productivity family business， ethos of flexibility
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地震之後，千禧之始：
重探心理學與諮商學的共構關係
Lessons from the Earthquake: Re-exploring the
Epistemological Issues within the Subjects of
Counseling and Psychology in the New Millennium
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林耀盛
高雄醫學大學心理系
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Yaw-Sheng
Lin / Department of Psychology Kaohsiung Medical
University
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九二一集集大地震歷史現場作為一個台灣社會集體記憶的場域，後續的心理復健方案是災後重建的重要環節。本文認為這樣的創痛記憶的展現形式，與其說是個人的印記，毋寧說是社會文化所建構。基於此，以個人取向為單位的諮商與心理治療模式的困局可謂圖窮匕現。要言之，若重新反思「他者」的意義對於自我權的形塑，以及敘說自己的故事就是一種構築自我認同感的形式等論述，當可察覺以實證論為基調的心理學學科所構作的諮商領域面臨無法貼切捕捉生活現場當下經驗之不足處境。當今步入千禧之交的年代，社會科學逐漸與後現代主義交織激盪混成，這是探究人類本性的另類思維。畢竟，諮商作為一門靈活應用心理學相關知識以助人的專業領域，除了揭示諮商是一門「分析的-經驗的」認知旨趣的學科知識外，也當明白宣告諮商同時是涵蘊「歷史的-詮釋的」溝通旨趣與「批判的」解放旨趣的學科知識。有了這般體認，當諮商知識返回社會關係的實踐過程，諮商心理學將不致流於獨我論的悖辭裡，如此或可捕捉個人脈絡與社會他者脈絡的辯證關係，貼近個案的生活世界，並重建個案的主體性。
關鍵字：記憶、諮商心理學、後現代心理學
作者簡介：
林耀盛
台灣大學心理學博士（臨床心理學） / 高雄醫學大學心理系助理教授
通訊處：（807）高雄市三民區十全一路100號 高雄醫學大學心理系
電 話：（07）3215422 傳 真：（07）3233716
E-mail：kstpe@yammail.com.tw |
The '921' earthquake as a historical phenomenological
field for Taiwan society's collective traumatic
memory, the following programs for psychological
recovery are quite important. However, the landscape
of memory is constructed through social culture,
the narrative memory is not just a personal event.
From this point of view, individual-oriented counseling
psychology encountered limitations. In other words,
self/client identity is represented through the
(symbolic) others, we cannot neglect the dialectical
relationship between the self and the others. The
author proposed that the ethos of postmodern discourse
offered an alternative strategy for the reconstruction
of counseling/psychology. After the epistemological
break, to recognize counseling being a hybrid subject
of 'analytical-experiential' discipline, 'historical-hermeneutics'
discipline and 'critical ' discipline is a route
to construct the 'subjectivity' of the sufferers,
the invisible legacy in scientific psychology.
Keywords:memory, counseling, postmodern psychology |
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從系統理論觀點探究活動課程與九年一貫
綜合活動課程：本質、原理與展望
Probing Activity Curriculum and Integrated Activity
Curriculum from System-theory Viewpoints: Essence,
Rationale and Prospect
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黃譯瑩
逢甲大學教育學程中心
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Yi-Ying
Huang / Center for Teacher Education Feng Chia
University
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教育部在強調統整精神的「國民教育階段九年一貫課程總綱綱要」中設置了綜合活動學習領域。有鑒於活動課程研究的短缺，以及一般大眾對其意涵可能產生的誤解，本文旨在釐清活動課程的本質與原理、從中探究綜合活動課程之內涵與意義，以期進一步地瞭解活動課程與綜合活動課程在未來九年一貫新課程中為台灣教育系統帶來的展望。首先，從相關文獻中分析課程的意義以及活動課程的起源與內涵，再從中歸納活動課程的本質；其次，從控制、信息、一般系統與耗散結構等系統理論的觀點建立活動課程的理論基礎；復次，介紹目前美國、加拿大、英國、香港與台灣教育系統中學校活動發展的概況；最後，比較活動課程與綜合活動課程、討論兩者為台灣教育系統帶來的展望、並提出相關建議。
關鍵詞︰活動課程、綜合活動課程、系統理論、九年一貫課程
作者簡介︰
黃譯瑩
美國俄亥俄州立大學教育博士（課程統整、教師更新、系統理論）/ 逢甲大學教育學程中心副教授
通訊處：（407）中市西屯區文華路100號 逢甲大學教育學程中心
電話：（04）4517250轉5854
傳真：（04）4513797
E-mail︰yyhuang@fcums1.fcu.edu.tw |
The Ministry of Education recently claimed integrated
activity curriculum as one of the seven core curricula.
Activity curriculum has its unique theoretical bases
and educational values. It is not a kind of curriculum
just for occupying the rest of school days after
finishing the instruction of subject curricula.
This paper aims to clarify the essence and rationale
of activity curriculum, discuss its relation with
the integrated activity curriculum in the nine-year
compulsory curriculum, and analyze the prospect
that both bring into the educational system. First,
the meaning of curriculum and the background of
activity curriculum are discussed in order to generalize
the essence of activity curriculum. Secondly, the
rationale of activity curriculum is constructed
from the viewpoint of system theories through analyzing
cybernetics, theory of information, general system
theory, and theory of dissipative structures. Thirdly,
the paper introduces the current content and policy
of activity curriculum in America, Canada, United
Kingdom, Hong Kong, and Taiwan. Finally, compared
are activity curriculum and integrated activity
curriculum, of which prospects are claimed; and
furthermore, strategies for developing an effective
activity curriculum are suggested.
Keywords:activity curriculum, integrated
activity curriculum, system theories, the nine-year
compulsory curriculum |
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