Nel Noddings論幸福作為教育目的

Abstract

本論文旨在探討Nel Noddings以幸福作為教育目的的主張下，她所抱持的幸福觀，特別聚焦於兩個核心面向—苦難經驗，以及「需要」與「想要」之間的倫理區辨，據此探討幸福的內涵及以幸福作為教育目的下的教育實踐可能方向。本文採用教育詮釋學方法，詮釋Noddings《幸福與教育》一書及其相關著作，透過Noddings相關論述的語境脈絡掌握，進行文本意涵的詮釋。具體包括介紹Noddings所處的美國教育環境及其思想背景，進而剖析其幸福觀，以及她對於苦難之於幸福的意義，與「需要」與「想要」對幸福理解的重要性。最後，根據研究結果，提出對我國擬促進學生幸福之教育政策的建議。研究發現，Noddings的幸福觀融合了客觀條件、主觀感受與社會道德規範三重面向，並強調幸福須根植於關懷的互動與理解之中。她指出，苦難不必然與幸福對立，若被關懷者能在關懷關係中被理解與陪伴，可將其遭受的苦難轉化為培養其同理心與心理韌性的契機。此外，Noddings提出四項倫理判準，以協助教育者辨識哪些「想要」可提升為「需要」，從而回應學生真實需求、促進其福祉。教師若能在尊重與理解的基礎上，引導學生將「推斷的需要」轉化為「明示的需要」，將有助於促進關懷關係與學生的自我關懷。本研究建議，當前臺灣十二年國民基本教育課程總綱可引入Noddings的幸福觀，以豐富總綱對幸福意涵的詮釋。同時，教師應具備敏銳的覺察力與倫理判斷力，回應學生多元且真實的需求。在實施十二年國教與雙語政策的過程中，教育應更關注學生的主體經驗與實際處境，避免將政策工具化為單一競爭力導向，而忽略學生的幸福與關懷實踐的核心價值。This thesis aims to explore Nel Noddings’ conception of happiness as an educational aim, with particular focus on two core dimensions of her view: the role of suffering and the ethical distinction between “needs” and “wants.” Based on these two aspects, the study analyzes the implications of happiness and discusses possible directions for educational practice when happiness is regarded as an educational goal in Taiwan. Employing the method of educational hermeneutics, this thesis interprets Happiness and Education and other related works by Noddings, aiming to understand the contextual meanings in which her arguments are situated. Specifically, it introduces the educational environment and intellectual background of the United States during the period of Noddings’ writing, analyzes her conception of happiness, and examines her perspectives on the significance of suffering and the importance of distinguishing between needs and wants. Finally, based on the findings, the study offers suggestions for educational policies in Taiwan aimed at promoting student well-being.The findings reveal that Noddings’ conception of happiness integrates three dimensions: objective conditions, subjective feelings, and social-moral norms. She emphasizes that happiness must be rooted in interactions of care and mutual understanding. According to Noddings, suffering is not necessarily opposed to happiness; when those who suffer are understood and accompanied within caring relationships, suffering can be transformed into opportunities for developing empathy and psychological resilience. In addition, Noddings proposes four ethical criteria to help educators determine which “wants” may be elevated to the level of “needs,” thereby responding to students’ genuine needs and promoting their well-being. When teachers are able to guide students—on the basis of respect and understanding—to transform “inferred needs” into “expressed needs”, it contributes both to the cultivation of caring relationships and to students’ self-care.This study suggests that the Curriculum Guidelines of 12-Year Basic Education in Taiwan could incorporate Noddings’ conception of happiness to enrich its interpretation of well-being. At the same time, teachers should possess keen awareness and ethical discernment in order to respond to students’ diverse and genuine needs. In the implementation of the 12-Year Basic Education policy and the bilingual education initiative, greater attention should be paid to students’ lived experiences and actual circumstances. Education should avoid reducing policy measures to tools solely for enhancing competitiveness, thereby neglecting students’ happiness and the core value of caring practices.