摘 要 論文名稱:尼采人類圖像之教育意義 研 究 者:李 崗 指導教授:崔光宙教授 所屬學校:國立台灣師範大學教育研究所碩士論文 畢業年度:民國89年6月 關於尼采人類圖像的教育意義,本研究的發現如下: 一、 尼采人類圖像的根源為文化精神,包括對基督教文化與亞歷山大文化的批判。 二、 尼采人類圖像的內涵為生命主體,包括強壯的人、偉大的人和高貴的人三個面向。 三、 尼采人類圖像的落實為教育實踐,包括解放生命、創造文化等目的,價值重估、自我教育等方法,古典陶冶、生命展現、神話想像、歷史創造等內容。 四、 尼采的文化批判喪失教育實踐的可能性,尼采的人類圖像缺乏教育理想的整全性,若從「文化學習」和「群體生命」重新出發,可匡其弊。 五、 尼采的生命力與批判精神,永遠值得後人學習。
A Study on Nietzsche’s Human Picture and its educational implication Lee Kang Abstract The conclusions of this study are: 1. The origin of Nietzsche’s human picture is his cultural critic thought, especially to the Christian culture and the Alexander culture. 2. The essence of Nietzsche’s human picture is the life-subject, including three dimensions which are the strong men, the great men, and the noble men. 3. The realization of Nietzsche’s human picture is an educational praxis: the educational aims are emancipation of life and creation of culture; the educational methods are revaluation and self-education; the educational contents conclude classical cultivation, life revelation, mythical imagination, and historical recreation. 4. Nietzsche’s cultural critic thought led him lose the possibility of educational praxis. His human picture made him lack the completeness of educational ideal as well. If we start from culture-learning and collective life, we would have a new insight. 5. Nietzsche’s life power and critic spirit always deserve to be learned forever.