Hannah Arendt的思考觀在教育上的應用

Abstract

本研究旨在探討Arendt的思考觀，並闡述與發展其思考觀在教育中應用的可能性。首先，分析《心智生命》中思考的內涵。再者，透過〈小岩城事件的反思〉與〈教育的危機〉兩本書，具體展現Arendt思考觀之應用。最後，闡述與發展Arendt的思考觀在台灣原住民教育應用上的結論與建議。

本研究的結論包括： 一、 Arendt的思考觀能讓人不受時間、空間、自我感知所干擾，使人易於省思自身處境。 二、 〈小岩城事件的反思〉以及〈教育的危機〉兩篇文本，綜合了Arendt思考觀的特性，並實踐於教育議題的探討。 三、 Arendt對種族不平等的討論，可應用於台灣原住民學生教育議題的探討。

本研究的建議包括： 一、 教育政策方面：應設「族語認證加分」為門檻而非加分的必要條件。 二、 學校教育方面：不只提供學生學習指導，也同時重視心理輔導。 三、 親職教育方面：政府應多舉辦原住民親子共學活動。

The purpose of this study is to explore Arendt’s thinking theory, and to develop its possible application on education. First, it analyzes her thinking theory in The Life of The Mind. Second, it embodies her thinking theory in Reflections on Little Rock and The Crisis in Education as applications on education. Finally, it illuminates and develops the application of Arendt’s thinking theory on the educational issue of aboriginal students in Taiwan.

The conclusions of the study are as follows: I. Arendt’s thinking theory allows people free from the restrictions on time, space, self-perception. Then they could engage in introspection on one’s life situation. II. Reflections on Little Rock and The Crisis in Education embody Arendt’s thinking theory on educational discussion. III. Arendt’s discussion about racial inequalities could apply on the educational issue of aboriginal students in Taiwan.

The suggestions of the study are as follows: I. The suggestion to educational policy is to set “ Aboriginal language certification” as a threshold not as a necessary way to get extra points. II. The suggestion to school education is to give students guidance not only in study but also in mind. III. The suggestion to parental education is that the government should hold more activities to help aboriginal parents and children learn together.