洪席耶（J. Rancière）的核心思想及其教育蘊義：一個「啟蒙試驗」的詮釋

Abstract

洪席耶是當代著名的法國哲學家，其對於平等的思索，貫穿了其在政治理論、歷史、文學、藝術、與影視研究等諸領域之間「美學政治」的研討；而其於《無知的教師：知性解放的五堂課》一書所呈顯之洞見，亦深刻地影響了當代的教育論述。 無知的教師，藉由以「知性平等」為預設的驗證行動，使得原先依循著「教師／有知、學生／無知」之結構配置的學習者，得以獨立運用自身知性而非依靠教師的指導來學習。具備平等信念的老師，使學生有機會中斷目前的「感知分配」，而可能創造有別於再現的差異。進而，洪席耶對師生關係的討論，亦某種程度地，呼應了康德與傅柯「何謂啟蒙」之觀點，而可扣連其中所呈顯之「現代性態度」──受監護者能夠有勇氣「在當下」進行一種實踐性的批判，而逾越「自我招致之不成熟」狀態的限制。 準此，本研究乃係以洪席耶之思想及其教育觀點的研討為經，並以康德與傅柯之啟蒙觀點與教學歷程可能之連結的問題意識為緯，所交織而成的思索。詳言之，本文首先由教育與啟蒙的關聯作為論述開展之空間，復進行洪席耶生平與思想背景的考察，以及洪席耶在美學、政治、民主、平等與解放等關鍵概念的敘明。進而，透過對於洪席耶思想的掌握，詮釋其思想的教育蘊義。 綜前所述，本文試圖論明：教學情境中知性的解放，是一對學生能否平等地運用其知性能力的試驗──一以「勇於求知！」之啟蒙的格言為教育歷程起始點的試驗。期本文的寫作能夠有助於教育工作者於理論與實踐的反思，而開展一由師生所共同開創之試驗性的冒險活動，激發異於師生間僵固名份之僭越與逃逸。 Jacques Rancière is one of the most prominent contemporary French philosophers. His thoughts on equality cover the fields of political theory, history, literature, art, and cinema studies, whereby “the politics of aesthetics” are considered. Furthermore, Rancière’s insights in The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation have influenced discourses on modern pedagogy in education. By verifying the presupposition of “equality of intelligence,” the ignorant schoolmaster has students that initially follow the given configuration of “knowing teacher and ignorant student” independently make use of their own understanding to learn without direction from the teacher. The teacher who believes in equality lets students have opportunities to disrupt the representation of “the distribution of the sensible” and possibly create a discrepancy. Moreover, Rancière’s argument on the teacher-student reverberates the views of Kant and Foucault of “what is enlightenment” and could be combined with “the attitude of modernity:” the pupil can have courage “at the present moment” to produce a practical critique and transgress the limitation of one’s “self-incurred immaturity.” Accordingly, this thesis addresses Rancière’s theory and educational perspective, as well as the relationship between the implications of enlightenment and the teaching-learning process. More specifically, the thesis of this research began with the connection between education and enlightenment. Subsequently, through an examination of Rancière’s life and theoretical background, Rancière’s key concepts are outlined, including aesthetics, politics, democracy, equality, and emancipation. Furthermore, based on the previous investigation on Rancière, this study interpreted the educational implications of his thoughts. To summarize, the purpose of this study was to demonstrate that intellectual emancipation, in particular, the teaching-learning act, is an experiment on the possibility of whether students can equally use their capacity of intelligence; in other words, the experiment introduces the motto of enlightenment, “Sapere aude !,” as a point of departure in the agnostic educational process. It is hoped that this thesis will help educators reflect on theory and practice, thereby expanding an experimental activity that encourages escapes from the solidified frame in the name of the teacher and the student.