林建福Lin, Chien-Fu杜鎮宇Tu, Cheng-Yu2024-12-172024-02-132024https://etds.lib.ntnu.edu.tw/thesis/detail/5d5a8eba5e5047d73456607b74afe936/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/122476彼此尊重已經是當代社會中不可缺少的價值信念，因此在當代教育裡，從小我們就被教導要尊重別人，以及尊重在倫理生活中的重要性。然而，當我們試圖從記憶中回想自己是如何學習尊重時，卻宛如從睡醒中想辦法憶起熟睡時的甜美夢境般艱難。同樣的，當詢問教育工作者怎麼尊重學生時，他們的回應往往是眼神中流露出肯定尊重的重要性，表達卻像是在水中說話，說了許多嚴肅的話，但聽者或旁觀者只能看見一圈一圈的泡泡。更令人憂心的是，尊重這個價值信念在教育現場變得過度嚴肅和僵化，導致一種“表面尊重”的出現。為了嚴守尊重不同想法的律則，教師往往認為在面對擁有極為不同想法的學生和家長時，因為要尊重他們所以應該盡量保持沉默避免過多干預。坦白的說，就是以視而不見來息事寧人。這些怪象研究者歸結為在不清楚尊重意涵，但又因為尊重是倫理生活極為重要的價值下，展開行動後的結果。本研究將試圖透過探討和延伸皮德思尊重人的想法和其在教育上的應用，來提出一些建議。在尊重的理論解釋上，本研究主張尊重人除了依循皮德思說的尊重他人的觀點想法之外，還要包含尊重他人的轉變，以及有轉變的可能性。因此，一位教師若真正尊重學生，他將不只尊重學生當下的觀點想法，還會很慎重的回應，因為假設教師尊重人有轉變和有轉變的可能性，他就會深知他的回應與學生的轉變有密切關聯。所以，即便學生與教師有極為不同的觀點想法，教師仍然有必要慎重且積極的回應學生。奠基在這樣的想法，本研究進一步提供教師三種方式來尊重學生和與自己想法極為不同的學生：一、教師可以經由道德反思的練習來減少對自己的自愛和抑制自己的自傲；二、面對與自己想法極為不同的學生時，教師可以經由道德反思在行動中對學生展現積極容忍；三、在面對每位學生時，教師可以站在能讓學生在未來成為自主的人的觀點來肯認學生。Respect for one another has become an indispensable value in contemporary society, and this ethos is instilled in individuals from an early age within the framework of contemporary education. However, reflecting on the process through which we acquire an understanding of respect proves to be as challenging as recalling a pleasant dream upon waking. Similarly, when inquiring how educators respect students, their responses often affirm the significance of respect with a gaze that implies its importance, yet their articulations seem to be speaking underwater—uttering serious words, but listeners or observers only perceive concentric circles of bubbles. A more disconcerting observation is the emergence of a phenomenon labeled “ostensible respect” within educational settings. In a bid to strictly adhere to the principle of respecting diverse perspectives, teachers often opt for silence and minimal intervention when confronted with students and parents holding markedly different views. This strategic approach, when candidly described, may be interpreted as a deliberate effort to turn a blind eye to forestall potential disturbances. I attribute these anomalies to the consequences of acting under the pressure to recognize the importance of respecting others in ethical life, coupled with a lack of clarity regarding the nuanced meaning of respect. Therefore, this study endeavors to provide insightful suggestions by delving into and extending R. S. Peters’ idea of respect and its application in education.Concerning the theoretical meaning of respect, I contend that respecting others extends beyond adhering to what Peters posits, i.e., respecting others’ assertive points of view. Respecting others should also encompass respecting others’ transformations and the potential for transforming. Therefore, if a teacher genuinely respects her students, she will not only respect their current assertive points of view but will also seriously respond to them. The reason is that if a teacher respects the potential for transformation and transformation itself in individuals, she will be acutely aware of the close connection between her responses and the students’ transformations. Consequently, even in situations where students and teachers hold vastly different perspectives, it remains essential for the teacher to respond seriously and actively to the students. Grounded in this perspective, the study further offers three approaches for teachers to respect students: 1. when facing students, teachers should try to reduce their self-love and restrain their self-conceit through the practice of moral reflection; 2. when confronted with students whose perspectives markedly differ from their own, teachers can try to demonstrate positive tolerance through moral reflection in their actions; 3. in interactions with each student, teachers can try to show recognition from the standpoint of allowing pupils to become moral and autonomous agents in the future.尊重表面尊重皮德思轉變道德反思積極容忍肯認RespectOstensible RespectR. S. PetersTransformationMoral ReflectionPositive ToleranceRecognition學術論文