老子的不爭哲學及其對教育競爭之啟示
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2017
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本研究旨在探究老子「不爭」哲學以及「不爭」哲學對教育競爭的蘊義，首先釐清「不爭」哲學的概念與意涵，進而開展出不爭哲學對教育競爭的啟示，期望通過老子哲學的視野，為臺灣惡性與過度競爭的教育提供不同的人文思考與出路。
本研究使用「歸納」與「演繹」兩種研究方法：先歸納與釐清教育競爭的成因和現況以及剖析老子不爭哲學的內涵。接著，針對不爭思想之內涵，演繹其對於教育競爭的意蘊；最後根據探究結果，提出本研究的總結與建議，以作為教育實踐上的啟發與參考。
本研究之結論如下：
一、師生無可避免地處在教育競爭的現實處境裡，但競爭排名不是衡量與建立自我價值的指標。
二、老子不爭哲學以天道賦予人性本自俱足的高貴為立論基礎。
三、老子不爭思想在化解人心對名利的執著以及存全利益眾人的美好。
四、教育以人為本而一體無別，通過「不爭」來存全教育理想。
五、不爭之德體現在教師化解美善偏執、權力傲慢與生成學生所帶來的負累。
關鍵字：教育競爭、老子、不爭哲學
The main idea of this research is to explore Lao Zi’s philosophy about “Bu Zheng” （不爭）and its implication on educational competition. First, I will clarify the concept of Bu Zheng and then I will try to offer different humanistic perspectives for education that is over and vicious competition in Taiwan. The inductive and deductive philosophy methods were adopted in this research. Clarifying the current situation and the cause about educational competition and analyzing the meaning of Bu Zheng was the first step. Secondly, on the basis of Lao Zi’s perspective, this research made deduction for educational competition. In the long run, based on the results above, this research would present conclusions and give suggestions on the future researches and practice. The results of this research could be summarized as follows: 1. Teachers and pupils have no choice but to be in educational competition; however, the outcome of it cannot stand for and evaluate one’s value. 2. The philosophy of Lao Zi’s Bu Zheng is based on noble human nature. 3. The philosophy of Lao Zi’s Bu Zheng is to dissolve the prejudice in fame and wealth, and it claims no credit when nourishing all things. 4. Education is on the basis of noble human nature; therefore, pupils should not be classified by assessment. 5. The realization of Bu Zheng is to modify bias of value, the corruption of authority, and to release the burden on the fatigue of realizing pupils. Key Words: educational competition, Lao Zi, Bu Zheng
The main idea of this research is to explore Lao Zi’s philosophy about “Bu Zheng” （不爭）and its implication on educational competition. First, I will clarify the concept of Bu Zheng and then I will try to offer different humanistic perspectives for education that is over and vicious competition in Taiwan. The inductive and deductive philosophy methods were adopted in this research. Clarifying the current situation and the cause about educational competition and analyzing the meaning of Bu Zheng was the first step. Secondly, on the basis of Lao Zi’s perspective, this research made deduction for educational competition. In the long run, based on the results above, this research would present conclusions and give suggestions on the future researches and practice. The results of this research could be summarized as follows: 1. Teachers and pupils have no choice but to be in educational competition; however, the outcome of it cannot stand for and evaluate one’s value. 2. The philosophy of Lao Zi’s Bu Zheng is based on noble human nature. 3. The philosophy of Lao Zi’s Bu Zheng is to dissolve the prejudice in fame and wealth, and it claims no credit when nourishing all things. 4. Education is on the basis of noble human nature; therefore, pupils should not be classified by assessment. 5. The realization of Bu Zheng is to modify bias of value, the corruption of authority, and to release the burden on the fatigue of realizing pupils. Key Words: educational competition, Lao Zi, Bu Zheng
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教育競爭, 老子, 不爭哲學, educational competition, Lao Zi, Bu Zheng