- 期刊
我們應該特意進行愛國或打造民族性的公民教育嗎？環繞John White等的相互論辯
Should we Attempt to Promote Patriotism or Nation-building in Civic Education? Some Debates around J. White and Others
摘要
愛國主義或民族主義在西方自由世界一直有正負面的爭議。有些學者認為愛國是一項美德，民族主義可促進團結。另有些學者則擔心會造成民族的狹隘與對外擴張。這項爭議也同樣反映在公民教育上。英國自由主義教育哲學學者J. White認為建立英國民族性的教育與自由主義不衝突，其他學者如P. Enslin、D. Archard、D. Stevens則站在自由主義立場持慎重立場，加以質疑。而White也一一加以回應。本文即檢視前述學者的相互論辯得失。筆者在結論中歸納兩項公民教育的理念型態，其一是接近White模式，學校可進行溫和的愛國教育，但是應秉持自由主義的精神，重視批判反思，重新更新民族傳統，正視民族的不義。其二是貫徹自由民主精神、規範各式權利義務，致力於國內不同族群地位平等，但落實普世人權價值、促進國際合作，不必特意進行愛國教育與打造國族意識。雖然本文也無法完全定奪以上兩項模式孰優孰劣，但是經由本文的分析，無論是何模式，正視愛國主義或民族主義的可能弊端，慎防國家公權力的誤用，假愛國之名，行擴權之實。這對於當下的臺灣，族群撕裂造成的政治紛爭，仍值得公民教育有心者深思。
並列摘要
Patriotism or nationalism has constantly been faced with the disputes over its positive or negative aspects in the western world. While some scholars hold that patriotism is a kind of virtue and nationalism contributes to solidarity, others worry that they might bring about parochial nationalism or territorial expansions. This debate could be found in civic education as well. J. White, a British liberal educational philosophy scholar, believed that utilizing education to establish British nationality was not in conflict with liberalism, whereas other scholars, such as P. Enslin, D. Archard and D. Stevens, took a cautious stance on the liberal side and questioned patriotism and nationalism. This paper examines the gains and losses of the aforementioned scholars' mutual debates. In conclusion, the author summarizes two ideal types of civic education. The first one is similar to White’s mode, where schools could conduct moderate patriotism education and are supposed to uphold the gist of liberalism, lay stress on critical thinking, renew national traditions and defy national injustice. The second type does not focus on patriotism or nationality, but pursues the spirit of liberalism and democracy. Schools should regulate all kinds of rights and obligations, and strive for the equal status of different ethnic groups in the nation. At the same time, we should implement the universal value of human rights and promote international cooperation. There is no need to carry out patriotic education and nation-building. Although this paper could not completely determine which of the above two models is better, it can be seen that both models look squarely at potential defects of patriotism or nationalism, especially of the misuse of state power under the disguise of patriotism. This is worth pondering for those who are interested in civic education in the current political disputes caused by ethnic cleavage in Taiwan.