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Title: 知識論之批判
Other Titles: The Critique of Epistemology: It is the time for dialectic cognition
Authors: 溫明麗
Issue Date: Jun-1994
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 本文主要透過人類思想發展史之證據,論證「人類知識乃以辯證方式前進」一論點。質言之,本文於探究知識典範移轉過程中,將陸續呈顯知識發展之動向乃依隨辯證性思考模式發展之事實:即人類知識之進展或直接以辯證法帶動知識的邁進;或雖非由辯證法出發,但卻依然隱含有辯證的特質。論證過程中,人類知識典範之轉移共可歸納為四種。每種模式各有其真理之判準。其分別是:一、超自然的判準,或以超驗之理念,或以神為判準;二、主體意識理性的判準;三、科學理性的判準;四、統合式理性,又稱批判理性的判準。本文計分三大要點 。首先,透過對蘇格拉底、柏拉圖、亞理斯多德及黑格爾之辯証觀,界定辨證法(包括精神與方法)之本質。其次,由思想史之發展,呈顯知識論典範轉移之微觀與鉅觀辯證特質之事實。最後,推論二十一世紀社會發展之動向,將因著辯證性思考之特質顯出四個可能的動向:一、學府學術與工商社會之「合」;二、自律與和諧之「合」;三、科際整合、多元文化、多重聲音之「合」;四、哲學與宗教結合之人文主義:追求智性的幸福。
The main argument of this paper will be that the progress in human life, in terms of epistemology, relies on the dialectic way of thinking. Therefore, evidences will be digged up from human history in the sense of the mode of thinking. In order to show the evidence logically, four paradigms of epistemology will be identified as references to show the progress of human life. The four paradigms are:the supernatural paradigm;the subjective paradigm;the scientific paradigm and the communicative paradigm. Dialectic thoughts can be justified from the line of the transfer of epistemological paradigms in the human progress. Three main points will be dealt with in this article. First, the nature of dialectic is clarified through reflecting upon the ideas of Socrates, Plato, Aristotle, and Hegel. Second, the transfer of epistemological paradigms, either the macro or micro aspect, is shown from the development of history. The development of history is divided in to four stages:the philosophy of the Greek, the Medieval, modern and contemporary ages. Third, a synthesized movement in the twenty-first century based on dialectic thinking is pointed out as a reference for the good life. Then, four possible movements in the twenty-first century launched from this article are I) the synthesis of academy and enterprise;ii) the synthesis of autonomy and harmony;iii) the synthesis of epistemology and religion;and iv) the integration of multiple voices in the sense of culture.
Other Identifiers: 73F7D9A8-A1FA-79B2-9A14-D941E26CFFED
Appears in Collections:教育研究所集刊

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