黑格爾「教化」概念及其對臺灣中小學道德教育之蘊義

Abstract

本論文旨在從黑格爾的教化概念之探討，分析乃是運用「文獻評論」、「詮釋學」及「批判性思考」等方法，透過上述方法針對黑格爾的教化概念進行收集與彙整，並從其中析釐出對於臺灣道德中小學道德教育之啟示。是以，本論文之研究目的為：一、了解黑格爾「教化」概念的意義與內涵。 二、黑格爾「教化」概念對於臺灣中小學道德教育的啟示。 本論文從黑格爾的《精神現象學》（Phenomenology of spirit）、《邏輯科學》（Hegel’s science of logic）做為論述的架構，首先探討教化概念的意涵以及黑格爾的教化概念之概覽，再者，進行「教化」概念本質論分析，以及「教化」概念主客體分析，最後提出一個對於臺灣中小學道德教育之可行教學模式——「思、覺、行、盼」德育教學模式。從上述研究發現，本論文獲得下列結論：1.培養師生在推動道德教育中成為能省、能思的生命體；2.養成師生具備道德的習慣與關係；3.促發師生成為理論與實踐的能動者；4.創發師生具有道德無限可能的開展性；5.健全家庭教育以使學生能夠及早具備完美之德行素養；6 運用「思覺行盼」道德教學模式的道德教育之關鍵性。

The purpose of the dissertation is first to explore Hegel’s concept of Bildung,and then to analyse the implications for moral education in Taiwan. Hence, the aims are: 1.understanding the meaning and connotations of Hegel’s concept of Bildung; 2. proposing Hegel’s concept of Bildung and its implications for moral education in Taiwan.“Literature review”, “Hermeneutics”, and “critical thinking” were applied to collect and analyze the references of Hegel’s concept of Bildung. Hegel’s “Phenomenology of spirit” and “Hegel’s science of logic” were referred as the discourse frameworks.. First, I explored and generally reviewed the meaning of concept of Bildung; second, I analyzed the doctrine of Essence and subjectivity/objectivity of Hegel’s concept of Bildung; finally, I propose the moral teaching model of “thinking, feeling, acting, and wishing” in Taiwan. Based on the research results, the conclusions are as follows: 1. cultivating teachers and students to be life subjects with thinking and self-reflection. 2. equipping teachers and students with moral habits and relations. 3. promoting teachers and students to become agents realizing theory and practice.4. creating teachers and students have the moral limitless. 5. completing the family education to equip students with moral attainments. 6. utilizing the teaching model of “thinking, feeling, acting,and wishing” for moral education.