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題 名 | 勇於運用自身的理性來認識你自己:論以平等預設出發的道德教育=Have Courage to Use Your Own Reason to Know Thyself: On the Moral Education That Starts with a Presupposition of Equality |
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作 者 | 郭展有; | 書刊名 | 臺灣教育哲學 |
卷 期 | 6:2 2022.09[民111.09] |
頁 次 | 頁33-68 |
分類號 | 528.5 |
關鍵詞 | 道德教育; 蘇格拉底; 啟蒙; 認識你自己; Moral education; Socrates; Enlightenment; Know thyself; |
語 文 | 中文(Chinese) |
DOI | 10.7001/JTPE.202209_6(2).0002 |
中文摘要 | 有別於對傳統教師的設想,Socrates的身上閃耀著「無知的美德」。在與人對話時,他並非是以「先知覺後知」來進行教導,而是在分享困惑的過程中,促使人們運用自己本有的力量來思索答案。於本文,筆者試圖將Socrates這樣的教學可能性,藉由挪用J. Rancière、I. Kant與H. Arendt等人的思想資源,聚焦於道德教育進行探討;並從而論明:相對於向學生傾注「正確」的善惡判準,如同Socrates一般的教師,將會是從師生雙方具有平等的實踐理性出發,來展開其道德教育的實踐──致力於使學生注意自身的行為格律,並公開且自信地運用自己的理性,來反思此格律之真誠性與可交流性。而透過被以「敗壞年輕人」定罪的Socrates,筆者亦將這樣的教學,指向教師對於學生能勇敢「運用自身的理性來認識其自身」,而非不思考地遵循與依賴既有之價值秩序的希望與意志。 |
英文摘要 | Socrates embodies the virtue of ignorance. When Socrates has a dialogue with others, he does not teach like a traditional teacher who enlightens the unenlightened with his foresight. Instead, he permits interlocutors by sharing his bafflement and confusion to use their own capacity to speculate and reconsider answers. By appropriating J. Rancière's, I. Kant's, and H. Arendt's relevant ideas, this study aims to focus on the Socrates' teaching on moral education and attempts to demonstrate that teachers can initiate practices of moral education not by instilling correct ethical criteria, but by presupposing equally practical reasons. Such teachers will contribute to raising students' awareness of their maxim of action and reflect upon the truthfulness and communicability of the maxim by using their reason openly and confidently. Through Socrates who was found "guilty of corrupting the youth", this article explains how his method of teaching could be applied to teaching morals as a hope and a will for teachers to empower students to have the courage to "use their own reason to know themselves," rather than lead them to follow and rely on the existing moral order without thought. |
本系統中英文摘要資訊取自各篇刊載內容。