公民社會倫理素養的理念與培育：以「公民倫理學」課程為例

在當代多元社會中，倫理素養是公民不可或缺的特質。在所有的倫理素養中，筆者認為道德判斷能力與公民德行是最核心的倫理素養。本文以「公民倫理學」課程為例，說明如何培養同學的倫理素養。筆者認為古希臘哲學家蘇格拉底對話法有助於培養批判思考能力與道德判斷能力，亞里斯多德的實踐哲學有助於提升德行倫理，因此，本課程透過「公民倫理議題討論」與「道德實做」兩項課程活動培養同學的倫理素養。此外，為了評估同學的學習成效，本課程使用「倫理思辨評分量尺」與「公民參與評分量尺」、質性意見回饋、量性問卷調查等機制評估同學的倫理素養學習成效。經過三學期的執行，根據上述機制的回饋成果，呈現此教學活動的確有助於提升同學的倫理素養。不過，在道德判斷層面，同學們較欠缺評估倫理論證的能力。在道德實做層面，同學們較欠缺對行動學習進行深刻的反思。就整體倫理素養而言，本課程較不易提升情意層面的行善動機與道德情操。這些都是本課程未來須進一步努力的方向。

關鍵字

公民倫理學；倫理素養；批判性思考；道德判斷；道德實做

並列摘要

Ethical literacy is an important capacity for citizens in a civil society. In the scope of ethical literacies, the capacity for moral judgement and the capacity for civic virtues are the two core ones. Owing to the course Civil Ethics I taught has ever won the best general education course award, I will point out how to cultivate the capacity for moral judgement and the capacity for civic virtues in a Civil Ethics course. I help students cultivate ethical literacies by ways of small group discussion and moral practice based on Socratic and Aristotle's philosophy. Additionally, I evaluate students' learning efficiency by using learning rubrics, qualitative analysis, and quantitative analysis. After the implementation of three semesters, I think it really can promote students' ethical literacies by ways of these teaching activities. However, there are some weak points we should overcome. Particularly, how to encourage students to discuss voluntarily, how to strengthen the quality of moral arguments in making moral decisions, how to lead students to reflect moral practices, and how to promote students' moral motivation are the tasks we should strive for in the future.