S. Kierkegaard存在思想中的主體性概念及其教育蘊義
No Thumbnail Available
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究使用哲學詮釋學的方法，追隨存在主義之父Søren Aabye Kierkegaard（1813-1855）的思想步伐，探究其生命與主體性思想的發展，從中理解個人作為主體性的存在之意義。雖然Kierkegaard並非教育家，但是他對傳統西方哲學的理性體系之批判，如笛卡兒的「我思故我在」、黑格爾的辯證體系，卻可以作為理性偏估的主體性教育之反思。另外，本研究分別從三個面向探究Kierkegaard主體性的倫理關係，分別是自我關係、自我與他人、以及自我與信仰，並以此展現出理性體系無法概括的存在處境。最後，以Kierkegaard主體性概念剖析現今教育的主體性問題，反思過度理性化的教育，並肯定主體性教育對本真性生命的重要性。分為三個面向來討論：
1. 找回教育中迷失的主體性
2. 擁有本真性的生命學問
3. 實踐主體性的倫理關係
藉由Kierkegaard的主體性概念，希冀留給每個個人的主體性更多的空間，創造更多的生命可能性，回應教育不只是培養理智學習者之理想。
This study is an inquiry into Søren Aabye Kierkegaard’s concept of “subjectivity,” using a hermeneutic approach to understand the existential meaning of the individual subjectivity. Although Kierkegaard is not an educational philosopher, his criticism of traditional rationality of Western philosophy has its contemporary meaning for education. This study explores Kierkegaard’s reflections on subjectivity in relation to ethics from the perspective of one’s relationship with self, others and God. These three perspectives show that there are some existential conditions that cannot be summarized inthe rational system. In the end, the education system in Taiwan will be analysed based on Kierkegaard’s concept of ‘subjectivity’ and discussed in three sections: 1. Finding back the lost subjectivity. 2. Having authentic selfhood. 3. Actualizing the ethical relationship of subjectivity. It is hoped that through Kierkegaard’s concept of subjectivity, one can discover greater potential by learning from their own life experiences as a subjective thinker.
This study is an inquiry into Søren Aabye Kierkegaard’s concept of “subjectivity,” using a hermeneutic approach to understand the existential meaning of the individual subjectivity. Although Kierkegaard is not an educational philosopher, his criticism of traditional rationality of Western philosophy has its contemporary meaning for education. This study explores Kierkegaard’s reflections on subjectivity in relation to ethics from the perspective of one’s relationship with self, others and God. These three perspectives show that there are some existential conditions that cannot be summarized inthe rational system. In the end, the education system in Taiwan will be analysed based on Kierkegaard’s concept of ‘subjectivity’ and discussed in three sections: 1. Finding back the lost subjectivity. 2. Having authentic selfhood. 3. Actualizing the ethical relationship of subjectivity. It is hoped that through Kierkegaard’s concept of subjectivity, one can discover greater potential by learning from their own life experiences as a subjective thinker.
Description
Keywords
主體性, 本真性, 生命教育, S. Kierkegaard, subjectivity, authenticity, life education