重構批判思考：教育分析學者與女性主義學者的論辯

二十世紀中葉以降，英語系世界教育分析的典範下，批判思考一直是很主流的教育目的。不過，八十年代以後，在後現代的學術氛圍下，逐漸有學者開始質疑批判思考存在一些偏見，女性主義學者是典型代表。本文首先引介四位代表性的分析傳統下的批判思考學者：恩尼斯、馬克佩克、保羅與席格。接著論述女性主義學者的挑戰。倡導關懷的學者如珍馬丁、諾丁、白蘭琪、泰雅培根等著重批判思考理性以外的面向；立場知識論者及女性主義教學論則著重對理性之權力解構。論文第四部份則探討分析派學者對這些批評的回應。大體上，分析派學者可以接受女性主義的建議，擴大批判思考理性以外的視野，但他們不認為女性主義的訴求，可以完全取代批判思考，席格更從知識論的觀點，認為批判式思考或知識論仍應建立在絕對的基礎上，不同意女性主義、後現代、多元文化等對知識採相對論的訴求。筆者在最後結論上指出，對於此一教育哲學爭議，最好是用「敘事性」的態度，而非「論證式」的方式，才能真正吸收女性主義者的主張。而我國長時間來，在實際教育場域中，其實很欠缺批判的態度，是以批判思考仍應是我國未來教育的重點。

關鍵字

批判思考；女性主義；女性主義教學論

並列摘要

Critical thinking has been touted as a desirable aim of education in English speaking world. However, this contention has been criticized by some postmodern philosophers of education. Especially, some feminist who suggest that the concept of critical thinking presupposes a male-biased conception of rationality. The aim of this essay is to offer some clarifications and arguments as to what is involved in critical thinking between feminist and analitical philosophers of educations. In section two, the author clarify the notion of critical thinking by focusing on Ennis, McPeck, Paul, and Siegel's theories. In section three, the author investigate two feminist approach to critical thinking. One is care approach, the ideals of Martin, Blenky, Thayer-Bacon has been discussed. The other is approach of standpoint epistemology and feminist pedagogy. In section four, the auther discuss the response from analytic scholars. The author don't think the feninist view can replace the concept of critical thinking. However, we should use narrative view, not only argument style, then we educators can absorb the wisdom from feminist to reconceptualization of crittical thinking. According to the author's view, it is deficient about the critical spirit in educational practice, so critical thinking should be the aim of education in Taiwan.