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題名:MacIntyre實踐哲學與教學悖論之探究
作者:呂美慧
作者(外文):Mei-Huei Lyu
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:李奉儒
學位類別:博士
出版日期:2010
主題關鍵詞:教學悖論麥金泰爾實踐哲學亞里斯多德學說德行倫理學practical philosophyAlasdair MacIntyreparadoxes of teachingvirtue ethicsAristotelianism
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本研究緣於對今日臺灣社會教學價值多元對立的省察,發現Alasdair MacIntyre實踐哲學對於教學價值具有反省轉化的價值,而且MacIntyre實踐哲學能夠突顯新德行倫理學的獨特性及研究的創發性,故而運用基源問題研究法對MacIntyre實踐哲學的概念進行脈絡性的探究,並運用哲學思考就相關的教學悖論進行分析,省思對教學實務的啟示。依據探究結果,研究結論有以下七項:
一、基於對啟蒙運動和現代性的反動,MacIntyre以Thomistic Aristotelianism作為理論立場,重塑以「實踐」、「生活敘事整體」及「傳統」為核心概念的新德行倫理學。
二、MacIntyre的實踐哲學主要源於Aristotle、Aquinas和Marx的學說,但以社會性存有事實取代形而上生物學、以歷史敘事探尋生活的善、以宇宙城邦作為德行實踐環境,並以社群共善倡導改革實踐,形構其思想學說。
三、MacIntyre分析現代道德危機,反省古代到中世紀的道德傳統,體悟到重塑Aristotle德行傳統之核心概念的重要性,進而提出實踐定義。其中,內在善和德行是實踐概念的重要元素。
四、MacIntyre的實踐哲學係以歷史和社會學作為預設,強調實踐推理的慎思、德行是實踐的手段和目的,以及對內在善的追求,主張社群政治應以共善為前提、實踐與制度具有對立與協作的關係。其中,由於生產性技藝的概念混淆,導致實踐邏輯扞格是美中不足之處。
五、MacIntyre以「受過教育的大眾」為理念,視教育為實踐,但認為教學不是實踐,引發「教學是否是實踐」的論辯。「教學不是實踐」反應了當前實況,卻隱含危險,而「教學是實踐」可引導教師把教學當作自我成長的追求和實踐。
六、MacIntyre教育觀和教學觀在五個教學悖論層面的取向,除了目的之外,在意義、方式、性質、理論實踐關係方面,呈顯對立的取向;其教學與教育的實踐悖論除了反應經師和良師的分野,尚有協調整合的關係。
七、MacIntyre實踐哲學對於教學實務的啟示是:倡導教師對教學意義的實踐認同,開展自覺自為的教學生涯;兼顧個人化和社會化,並以自主慎思創發為個人化之首要目的;靈活應用外在銘刻或內在領悟方式,教師需要更高的教學實踐智慧;既為經師又為人師的自我期許,成為成功的好教師;以理論作為教學實踐之原則,從社群實踐中強調對整體善的追求。
對於未來研究的建議是:從事教師教學實踐觀之實徵研究,瞭解今日不同教育階段之學校教師對於教學的實踐觀點;進行今日教學論述的實踐性與權力關係之探究,擴展MacIntyre實踐論述的深廣度。
There are diverse and conflicting values on teaching in modern Taiwan society. The researcher found that MacIntyre’s practical philosophy can transform the conflicting values and has the great originality of ethics and research. Therefore, this dissertation, by means of genetic problem method and philosophizing method, aims to clearly explain the theoretical backgrounds and doctrine of MacIntyre’s practical philosophy and to analyze the philosophical implications for the paradoxes of teaching.
According to the results from the study on MacIntyre’s practical philosophy and the paradoxes of teaching, the main findings are as follows:
1. Based on the counteraction to the Enlightenment and Modernity, MacIntyre proposed the Thomistic Aristotelianism and new virtue ethics which was consisted of the core concepts of “practice”, “the unity of a human life” and ”tradition’.
2. MacIntyre’s practical philosophy derived from the theories of Aristotle, Aquinas and Marx. To develop his theory, MacIntyre substituted social being for metaphysical biology, applied historical narrative to inquiry the good of life, took the cosmos city-states as the setting of virtue practice, and advocated the common good of community to the human revolution.
3. After analyzing the modern moral crisis and the moral traditions from old times to the Middle Ages, MacIntyre understood the importance to rebuild the core concept of the Aristotelian virtue tradition. Therefore he defined the conception of “practice” which had the key elements of the internal good and virtues.
4. MacIntyre’s practical philosophy took history and sociology as presumptions, emphasized the deliberation of practical reason, claimed that virtues were the mean and aim of practice and attached importance to the pursuit of the internal good. He further advocated community politics should adopt the common good of community as presumption, and believed that there was an opposing and coordinating relationship between practice and institution. The only defective point was the disharmony logic of practice caused by the conceptual confusion of the productive arts.
5. MacIntyre committed to the idea of an educated public, and viewed education as a practice. But his claim that “teaching isn’t a practice” caused the debates over “Is teaching a practice or not?” The researcher believed that the claim “teaching isn’t a practice” represented today’s reality, while the claim “teaching is a practice” could guide teachers to treat teaching as the practice of self-growth.
6. MacIntyre’s views about education and teaching opposed to each other, except the aspect of aim, on the aspects of meaning, mode, quality and the relationship between theory and practice. The paradoxes of teaching and education reflected the distinctive differences between effective teacher and good teacher, and there existed a coordinating and integrating relationship between them.
7. Five philosophical implications for the teaching practice are as follows: (1) To advocate teachers’ recognition on the meaning of teaching “practice”, and to develop the self-conscious teaching life; (2) To emphasize both socialization and individualization, and to take the autonomous deliberation as the main purpose of individualization; (3) To skillfully deploy the modes of external imprint and internal realization which demand teachers to develop practical wisdom; (4) To commit to both an effective and a moral teacher that will make a successful excellent teacher; (5) To take the theory as principles of teaching practice, and stress the pursuit of whole good in the practice of community.
The suggestions for further research are as follows: 1.To try to deal with the empirical research from the views of school teachers about the teaching practice. 2. To investigate the characteristics of teaching practice and the power relation within modern teaching discourse.
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