從創新導向之本土化觀點論經典教育的意義－大學基進經典教育論綱

On the Meaning of the Education of Classics from the Perspective of the Innovation-oriented Indigenization: Theses on the Radical Education of Classics in University

鄒川雄(Chuan-Shyong Tsou)

《教育與社會研究》 8期 (2005/01) Pp. 1-36

https://doi.org/10.6429/FES.200501.0001

摘要

本文的主旨在於透過一個獨特的本土化觀點－創新導向的本土化觀點－來理解今日大學中推行經典教育的可能意義。創新就是要求學習者身心狀態的更新變化，並與經典開展活生生的關係。在這個意義下，筆者反轉全盤西化與整理國故這兩個口號，提出「徹底化西」與「國故創新」作為本土化之實踐策略。在這個策略之下，本文建構出一種基進化的經典教育模式，作為大學課程的主導形式，以區別於早期博雅教育中的正典化的經典教育，以及現代學科規訓制度下的學科經典教育。為回應後傳統與後學科時代之挑戰，筆者提出大學經典教育論鋼，其主要論點在於：在知識語用學的前提下，我們將經典視為原創性思維的表徵，而非傳統權威的典型，因而主張「經典多元主義；經典教育應成為所有師生共同的學術基礎與溝通平台；經典教育的設計理念就在於「讓多元的原創性思維在學習者的身心狀態中相互辯證與相互激盪，因此，基進經典教育必然是批判的教育、對話的教育與情境的教育。它最終應建立一個自由討論與相互探索的教育環境，一個能讓師生高度參與、相互學習與自由論辯的校園文化。在這樣的互動情境中學習與思考，經典才能成為文化創新的泉源。這是達成創新之本土化基本訴求的不二法門。本文可看成是大學教育本土化的另類思考。

關鍵字

本土化 ； 基進經典教育 ； 正典的經典教育 ； 學科規訓制度 ； 原創性思維 ； 經典多元主義 ； 知識語用學 ； 批判對話的教育

並列摘要

The theme of this paper is to understand the possible meaning of the education of the classics in modern university, through a unique perspective of the ”innovation-oriented indigenization.” Innovation is a status which demand a renewal of the learner's ”body-mind disposition”, and the learner's vivid relation with the classics. Under this meaning (of innovation),the author tries to invert the old culture reform slogan of ”all-round westernization” and ”collation of Chinese culture heritage”, and propose two new slogan: ”radical fusion of the west”, and ”innovation of the Chinese tradition heritage”, as the practice strategy of the indigenization. With the strategy, this paper advocates a new pattern of' ”radical education of classics” as the main form of university curriculum, so that this new pattern distinguishes itself from both pattern of the ”canonical education of classics” in the early liberal education and pattern of' ”disciplinary classics education” of the modern disciplinary institution. In order to respond to the challenge of the post-tradition and the post-disciplinarity time, the author proposes ”theses on the radical education of classics”, which argues that: under the presupposition of pragmatics of knowledge, we consider the classics not as a manifestation of typical traditional authority, but as a manifestation of' ”original-and-creative thinking”. Therefore, we advocate that:
1)the pluralism of classics:2)the education of classics should become the common academic base and communication platform of all the teachers and students:3)the designing idea of classics education is to let the plural original-creative thinking can be mutually dialectic and mutually stimulating, in the learner's body-mind disposition. Therefore, the radical education of classics will necessarily be an education of critique, dialogue and situation.
In the end, this kind of classics education should build an education environment of free discussion and mutual exploring, a campus culture which can make the teachers and students participate deeply, mutually learning and arguing freely. The classics can become the wellspring of cultural innovation, only if the learners can learn and think in such an interaction situation. This is the only way which we can achieve the ”innovation-oriented indigenization.” And this paper can be considered as an alternative thinking of indigenization of the university education.

並列關鍵字

indigenization ； radical education of classics ； canonical education of classics ； disciplinarity ； original thinking ； pluralism of classics ； pragmatics of knowledge ； education of critique and dialogue

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