The study explores the shift in K. Mollenhauer's educational thinking from critical pedagogy to postmodem pedagogy. It raises two arguments: 1) Mollenhauer's later thinking on postmodem pedagogy is a response to and a revision of his earlier thinking on critical pedagogy; 2) the shift in his thought does not represent a rupture, but continuity. This continuity can be traced by examining the context of his works closely.
本研究主要在探討德國教育學者K. Mollenhauer（1928-1998）從批判教育學到後現代教育學的思想轉變。藉此研究，筆者欲提出兩個論點：一、Mollenhauer後期的後現代思想是對前期批判教育學問題的修正與回應；二、Mollenhauer教育思想的轉變並非是一種斷裂，可在發展脈絡上找到一致的連貫性。
