理性、知識型式與宗教教育：P. H. Hirst的宗教教育理念述評

Rationality, Forms of Knowledge and Religious Education: A Review of P. H. Hirst's Ideas on Religious Education

簡成熙(Cheng-Hsi Chien)

《臺灣教育哲學》 Paul Hirst紀念專刊 (2021/06) Pp. 61-99

https://doi.org/10.7001/JTPE.202106/SP.0003

摘要

上個世紀二次世界大戰後英國教育哲學在R. S. Peters、P. H. Hirst的領導下，展現了新的風貌，時人譽為倫敦路線。Hirst更以提出知識型式、博雅教育理念，對於課程哲學有不可抹滅的影響。Hirst教授在2020年高齡辭世。本文撰寫初衷，即擬追憶Hirst學術貢獻，筆者將集中在其宗教教育的立論。由於其宗教教育仍是建立在知識型式的相關討論，本文第二節先勾繪Hirst知識型式的相關討論。接著，第三節檢視Hirst宗教教育的文獻，他雖認可宗教是一獨特知識型式，但由於缺乏客觀性，不宜在學校提供特定的宗教養成。第四節檢討D. Z. Phillips、R. Shone與Hirst相互之間對於宗教教育立場的論辯得失。筆者以Hirst理性與知識型式的限制、理性與宗教的辯證、以及自由主義價值中立性的問題等三個層面，嘗試在結論中說明Hirst宗教教育立場仍過於拘泥理性的傳統。若在學校推展宗教時，因為擔心宗教灌輸而堅持理性知識型式的教學，會限縮宗教的精神。筆者認為應該允許學校利用選修的方式，以促成世俗與有宗教信仰者之間的平衡。

關鍵字

宗教教育 ； 知識型式 ； 理性 ； 博雅教育

並列摘要

Under the leadership of P. Peters and P. H. Hirst, the modern British educational philosophy after the Second World War showed a new style and was known as the London Line. In addition, Hirst put forward the ideal of forms of knowledge as the foundation of liberal education, which had an indelible influence on curriculum philosophy. Professor Hirst passed away in 2020, and this paper is written with the intention of memorializing Hirst's academic contributions by focusing on his thesis of religious education. Since Hirst's ideas of religious education is still based on the discussions of the forms of knowledge, the second section of this paper outlines Hirst's ideas concerning his forms of knowledge. Then, the third section examines Hirst's literature on religious education, where he argues that even though religion is a unique form of knowledge, due to the lack of the objective criteria, it is not appropriate to provide specific religious cultivation in schools. Lastly, the fourth section reviews the arguments between D. Z. Phillips, R Shone and Hirst on their positions on religious education. The author tries to argue that Hirst's position on religious education is still overly bounded to the rational tradition from the three dimensions, namely, the limitation of reason and forms of knowledge, the dialectics of reason and religion, and the neutral review of liberal values. If we insist on rational knowledge-based teaching for fear of religious indoctrination when promoting religion in schools, we will limit the spirit of religion. The author believes that schools should be allowed to make use of elective courses in order to promote a balance between secular and religious people.

並列關鍵字

religious education ； forms of knowledge ； rationality ； liberal education

參考文獻

葉坤靈(1995)。赫斯特的博雅教育理論之價值評析。國立臺灣師範大學教育研究 所集刊，36，189-214。

Callan, E. (1985). McLaughlin on parental rights. Journal of Philosophy of Education, 19(1), 111-118.

Carr, W., & Hirst, P. (2005). Philosophy and Education—A Symposium. Journal of Philosophy of Education, 39(4)，615-632.

Gardner, P. (1988). Religious upbringing and the liberal ideas of religious autonomy. Journal of Philosophy of Education, 22(1), 89-105.

Gribble, J. (1970). Forms of knowledge. Educational Philosophy and Theory, 2(1), 3-14.