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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
Authors: 林京霈
Ching-Pey Lin
Issue Date: Sep-2012
Publisher: 教育研究與評鑑中心
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.
Other Identifiers: 785F4B6A-7CCB-E788-B70C-AD4644896852
Appears in Collections:當代教育研究

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