羅素(Bertrand Russell)論美好人生及其教育蘊義

Abstract

本研究旨在探討羅素的美好人生觀，透過概念分析與詮釋學的研究方法，瞭解其生平和思想背景，並對羅素的教育思想做詳盡探討，分別從其對「品性教育」和「智力教育」的看法，及其自辦貝肯山學校的實際情況，闡釋其教育工作對於現代教育的啟示。 本研究先從反面的立場說明不幸人生的樣貌，其次揭示羅素認為美好人生的構成要素，分別是「愛」與「知識」。而在教育上實踐的作法，必須透過自由、紀律、工作、家庭及行善的環境來體現愛；而廣博的知識，則需透過科學的素養、理性的培養、及道德的涵養來培成。 最後綜合前述探究，透過羅素美好人生觀看台灣教育現況，一方面肯定近來提倡之新興議題多與羅素理念相切合外，一方面也從教育目的、教學內容及教學方法上，提出更臻美好人生的建議與改進之道。

This study aims at probing into Bertrand Russell’s perspectives on good life and its implications to education. Using the methods of conceptual analysis and hermeneutics, this study first illustrates Russell’s life experiences and academic background. Next, the researcher explains how Russell embodied his opinions on the ‘education of character’ and ‘intellectual education’ into practice through running Beacon Hill School himself, which gave modern education lots of inspirations. In addition, this study states the causes of unhappiness and its opposite, and points out Russell’s ideas on the components of happiness which are ‘love’ and ‘knowledge.’ Teachers shall provide children an environment of freedom, discipline, work, family and charity to cultivate ‘love’; and to develop children’s knowledge through teaching science, rationality and morality. In the end, this study not only approves the newly advocates of educational emerging subjects that correspondent to Russell’s points of view on good life, but also points out a few suggestions and recommendations in education.