以薩•柏林(Isaiah Berlin)的自由哲學及其教育意涵

Isaiah Berlin's Liberal Philosophy and Its Implications in Education

張宛儀(Wan-I Chang)

指導教授 ： 林逢祺教授 ； 洪仁進教授

國立臺灣師範大學/教育學院/教育學系/碩士(2000年)

摘要

本研究嘗試從柏林的《自由四論》出發，並輔以柏林其他專著和論文，欲分析柏林自由哲學所欲表達的概念，及探討其教育意涵。柏林的自由哲學主要是由「價值多元論」和「兩種自由觀念」所組成，前者主要是從反對自柏拉圖以來，哲學思想中想要實現一元社會和完美道德人格的論點。柏林相信，在人性範圍內存在著許多很好的價值，這些價值本身是不可共量的，即無法用一個全面的標準來衡量每個生活及每個文化間不同價值的高低；也因為價值並無法融攝成一個最高價值，因此價值間的衝突與選擇，勢必是不可避免的。然而柏林強調，這樣的價值多元論，並不等同於相對主義。因為人類價值是客觀的存在，價值總數也是有限的量度，它們都在人類所能認可的範圍和目的內。這一點形成了共同的人性基礎，使人際之間的相互溝通成為可能。
此外，兩種自由概念主要則在澄清複雜的自由觀念。柏林相信兩種自由在歷史發展和自身涵義上，並不盡相同，以致有所別異。然而，由於許多學者相信自由主義的價值可以和其他眾多價值互相涵容，對自由與其他價值之間的關係，並未作深入的分析與詳細的區分，使得政治哲學中的各個論述充滿許多不清楚的概念，以及隨之而來的不同行動。同時，柏林是在價值多元論的架構下，來討論兩種自由的關係，因此兩種自由雖同為重要的價值，但和其他人類所認可而追求的價值相比，並不具特別的優先性。因為柏林相信，我們沒有一個普遍有效的標準來排定各種不同的價值高低。
最後，研究者試圖將柏林的自由哲學應用於教育上，主張放棄教育目的的一元論，俾能更深入地探究教育情境中各種論說脈絡的變化，柏林相信教育應該使人能更廣泛及深入的瞭解事物，在相互尊重不侵犯他人消極自由的基礎上，讓學生能更自由的追求自己的價值。

關鍵字

以薩•柏林 ； 價值多元論 ； 不可共量性 ； 兩種自由 ； 積極自由 ； 消極自由 ； 自由教育

並列摘要

The main purpose of this research is to find out the concept of Berlin’s liberal philosophy and its implications in education.
Berlin’s theory is comprised by two fundamental framework ‘the Plurality of Values’ and ‘the Two Concept of Liberty ’The former one strongly resists the platonic ideal : all genuine questions must have one true and the unique answer ,rejecting all others , and the answer shed light to the very truth. We could deduce the perfect life will exist when the human being finally conceive it with a correct understanding of the only rule that governs the universe.
Berlin believed there is a plurality of incommensurable values: forms of life differ, ends, and moral principles are many, too. We can’t find an overarching criterion to measure different ways of like ,of course, we can try to reach a common ground, but Berlin reminded us that values may unavoidably clash,too. However,its not a relativism, Berlin argued that these values though many but they are finite many, they must be within the human horizon, which also make it possible for communications between people.
Additionally, Berlin’s two liberty is based on the idea of pluralism as well.First, Berlin distinguished the complicated concept of liberty. Second, Berlin contended as well as platonic ideal there is a lurk danger of positive freedom that may lead to totalitarianism or monocracy, just like Stalin in twenty century. As a result, Berlin seemed to support negative freedom more than positive freedom, but Berlin also believed positive freedom has its own value, too.
Finally, I try to bring Berlin’s theory into educational practice, contending that the education should not take traditional ‘whole person’s view’ as the only aim in education then pay more attention to the change of educational context, the relations of teachers and learners, and find out what the great pertinence of education is. Education negatively was seen as freeing individuals from internal constraints and positively was seem as empowering individuals to resist external constraints, hoping through educational process, we can open more doors for the rising generation and help them on the way freedom.

並列關鍵字

Isaiah Berlin ； the plurality of values ； incommensurability ； two concepts of liberty ； positive freedom ； negative freedom ； liberal education

參考文獻

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