臺灣教育社會學研究, 2010 不均等教育結果引發結構論與重建論兩種不同的立論，前者存在機械決定論的缺失，後者又高估個人意志的可能性，因而A. Giddens及M. Archer指出，反思性理性思維使結構與施為形成交互作用，因為此種思維能使個體評估外在結構的限制以及個人的能力，進而構成創新的行動方案，所以開啟施為的可能性。儘管上述論點化解結構與施為的對立性，但卻未能說明此種理性思維的運作方式。本文主張產生施為的反思性理性思維涉及當事者的認同以及文化知覺，認同足以影響當事者的關注面向，進而產生特定的施為。再 者 ...
姜添輝 Tien-Hui Chiang
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