- 期刊
高達美論詮釋學的教化與倫理問題
Gadamer on Hermeneutical Edification and Ethics
摘要
本文嘗試說明高達美詮釋學理論中有關於教化與倫理的相關論點：理解現象中，文本並不是讀者任意宰製的對象，讀者也非臣服於文本內容與作者意圖，兩者實際上共同參與了理解過程；在理解中，兩者彼此交摩相盪而提供讀者認識自我與提升自我的機會。此中，傑出的流傳作品（經典）是最恰當的媒介，因為這類文本在流傳的過程中不斷敞開了習俗的廣度與深度，從而使讀者具有教化陶養的可能性。因而，教化的真正可能性是導源於習俗。由習俗著眼，一方面呈現習俗與理智的對立性，另一方面在倫理向度上引致亞裏斯多得與康得理論的衝突。高達美嘗試調解，而最終以亞氏的倫理路線為依歸。所謂的理解者，就是在習俗、傳統與歷史中受到教化的人。
並列摘要
An inquiry into the hermeneutical edification (Bildung) and ethics in Gadamer is attempted in this paper. According to Gadamer, the work and reader are partner which take part in the event of understanding together. Through the reading and understanding, the reader can know himself and be promoted to and edified as a real man. On this occasion, the prominent traditional text is the most proper medium which open the depth and wideness of convention (Ethos).The possibility of human edification can only be based on this kind of element. By convention it exposes to the tension between Ethos and rationality, on the other hand it results to the conflict of ethics of Aristotle and of Kant. Gadamer tries to moderate these tension and conflict and finally follows Ethos and Aristotle. What a reader is, is such a man that edified in Ethos, tradition and history.