新約聖經德行觀及其品格教育蘊義─以耶穌的教導為例

Abstract

摘要

本研究旨在探究耶穌的品格教導，針對新約聖經的德行觀進行分析詮釋。新約聖經以耶穌基督作為信仰的核心，本研究分別就耶穌教導中的登山寶訓、耶穌的比喻以及耶穌自身的人格典範進行探討，藉以呈現耶穌德行觀之面貌。同時以孔孟、亞理斯多德、麥金泰爾等思想家之德行觀與耶穌德行觀點進行對照，以歸納出耶穌德行觀之特色，進而探究聖經觀念如何運用在品格教育之中。透過對耶穌品德理念的詮釋，檢視台灣品格教育的盲點與優勢所在，以從中獲致啟示，提供台灣品格教育不同的思惟與建議。

綜上所述，本研究歸結耶穌德行觀的要義以及教育啟示包括： 一、德行是「愛神」與「愛人」的具體表現。愛是品格表現的源頭，接受神的愛，以神的眼光看待不同環境與他人，也將愛施予他人身上，在人際上互動的相愛表現，便是對神的愛之回應。

二、耶穌德行觀的核心概念包括「慈愛」、「謙卑」、「信實」、「聖潔」與「公義」。 德行是內在動機與外在行為的綜合表現，以上帝的標準，人永遠無法達到，因此認識人性的軟弱與可能，謙卑自己接受恩典，方能使品格表現趨向於神的公義、聖潔的屬性。

三、德行的表現是為了塑造人的生命，也是榮耀神，更是為了上帝永恆國度作準備，因此表現品格不是功績主義式的在當下換取報償，而是持守對神的信心與盼望，堅持應為之態度，不隨著世俗文化波動，以神的價值、命令為倚靠。

四、品格教育應建立學生尊重權柄之觀念、引導學生從關懷生命的角度判斷事物價值，建立生命追尋的標竿，使學生視品格發展為生命的功課。

五、教師應在生活中積極落實品格教育，統整相關的教育、將品格教學融入正式與非正式課程內，以不同的教學方式進行品格引導。並且建立正確的品格教學心態，視品格教育為與學生共同成長的工作，發揮對學生的影響力。

六、針對耶穌的教導，可深入發展成方案或課程，並將核心概念融入非正式課程中，以提供品格教學實際之應用。教師可化宗教概念成為品格教導的助力，同時透過親職教育、親師合作，結合家庭與學校成為品格教育的共同教學單位。Abstract

This thesis topic is on the research of Jesus’ teachings about character, analyzing and interpreting the viewpoint of virtue in the New Testament. Jesus Christ is the central belief in the New Testament, and this thesis will discuss in terms of Jesus’ teachings from the Sermon on the Mount, the parables, and the examples of Jesus’ own life and character, so as to present Jesus’ viewpoint on virtue. A comparison study on the viewpoints of Confucius, Mencius, Aristotle, MacIntyre, and the other great philosophers is conducted to conclude the features of Jesus’ viewpoint on virtue, so as to explore how Christianity can be applied to character education. Through the interpretation of Jesus’ teachings about character, this thesis examines the weaknesses and strengths of character education in Taiwan, in order to inspire and to offer different perspectives, and also suggestions for character education in Taiwan. In a conclusion, this thesis will conclude with essences of Jesus’ viewpoint of virtue, and its inspiration as applied to education in the statements below:

I. Virtue is the representation of love to both God and man. Love is the source of character. The response to God’s love reflects on accepting God’s love, looking at the environment and people with God’s perspective, and the loving acts in relationship with others. II. “Love”, “humility”, “faithfulness”, “righteousness” and “holiness” are central concept of Jesus’ viewpoint of virtue. Virtue is the combination of interior motivation and exterior behavior. Human beings can never live up to God’s standard, but by realizing the weakness and limitations of human beings, and humbling oneself to accept God’s grace, we may be more like God in His attributes, that is, righteousness and holiness. III. Virtue is for shaping and molding one’s own life and for the glory of God. It paves the way for the eternal kingdom of God. Therefore, one cannot expect to be rewarded by his good virtue immediately, as meritocracy. Instead, one should keep his faith and hope in God, be firm in doing the right thing, and not be affected by worldly values. In a word, one should live according to God’s values and commands. IV. The concept of respecting authorities should be built up among students in character education. Teachers should help students value things from the perspective of love and care of life, guide them to have a purposeful life, and help them consider character development a life long learning goal. V. Teachers should put character education into practice in daily lives. Relate relevant issues, and integrate character education into formal and informal curriculums, and conduct character guidance through various teaching approaches. Meanwhile, teachers should have a correct attitude toward character education, and consider it a project that is needed to be worked together with students. And teachers should also grow with students, and have a positive influence on them. VI. The possibilities of developing the teachings of Jesus into projects or curriculums, and integrating the central concept of Jesus’ viewpoint of virtue into informal curriculums, so as to provide practical application in character education. For teachers, religion, if once a hindrance, could now be a help in character education teaching. And family can also enter into partnership with school in character education teaching through parenting education and the corporation of parents and teachers.