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|Title:||Charles Taylor I 內在性框架」之概念及其對教育的啟示|
|Other Titles:||Charles Taylor's Concept of the “The Immanent Frame" and Its Implications for Education|
Center for Educational Research and Evaluation
|Abstract:||「內在性框架J (the immanent frame) 是加拿大哲學家Charles Taylor (1 931 - )在〈世俗時代> (A Secular Age) 中相當重要的概念，用來說明由工具理性所主導的現代社會框架。然而， Taylor主張，吾人於「內在J性框架」中生活，並不代表封閉了向超越性開放的可能，就Taylor的立場而言，向超越性開放的生命，較之於封閉式的立場來得圓滿。基於此，對於園於封閉性內在框架的現代教育， Taylor ，-內在性框架」的概念與其向超越性開放的立場，應有重要的價值與啟示。是以，本文首先探討Taylor ，-內在性框架」的概念;其次，說明封閉性內在框架的核心理念;復次，分析Taylor對封閉性內在框架之迷思的解構，指出圓滿的人生與人類靈性的開展，必須回歸本體論與倫理學的討論;最後，根據Taylor的本體論與靈性論，提出三點對教育的啟示:一、考量教育對象具有向超越性開放的傾向;二、教育哲學應納入肯定超越性的「垂直面向」思維;三、重視發展內在資源與靈性的教育實踐。|
“The immanent frame" has been proposed by Charles Taylor (1931-), a prominent philosopher of the contemporary world, in his book A Secular Age, toillustrate a modern society governed by instrumental or scientific reason. However,Taylor argues that living within "the immanent frame" does not necessarily entail sloughing off transcendence. According to Taylor, a life open to the transcendent is significantly richer than a life that is closed to it. For modern education deeply embedded in the closed immanent frame, Taylor's concept of “ the immanent frame"and his assertion of opening to the transcendent may have substantial implications.This paper is divided into four parts: first, to expound upon Taylor's concept of “the immanent frame"; second, to shed light on the critical connotations of the closed immanent frame's“self-authorization"; third, to analyze Taylor's arguments on the inadequacies of the closed immanent frame, and the claim that the discussions on ontology and ethics should certainly be revisited to achieve a fuller life and develop spirituality; finally, this paper ends with some suggestions regarding Taylor'sperspectives on education. They are as follows: to consider the human inclination to the transcendent; to include the vertical dimension in the philosophy of education,and to emphasize educational practices which can improve the development of students' inner resources and spirituality.
|Appears in Collections:||當代教育研究|
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