從齊格蒙特•鮑曼的社會學觀點探討現代性的缺憾及其對永續教育價值觀的啟示

本文以齊格蒙特•鮑曼的著作為中心，採用詮釋學的哲學研究方法，探討現代社會生活雙向極端的發展和各種意識型態之間的關係，以及剖析現代人的內部心理及人性觀點。本文從專注於社會真實境況的分析過程中，論述消費型社會在「現代化」、「全球化」過程中所演變出來的副作用，進而理解永續發展的艱難挑戰與困境，也彰顯當代社會學習與發展永續性文化及其價值觀的重要性。現代性的作用將世界碎片化，導致現代人們的生活更顯得破碎、失根與斷裂。一方面，科層體制過於強調的工具理性，抑制了情緒感知能力，也讓道德盲視、道德冷漠成了社會普遍的現象。另一方面，侷限性的人工秩序所創建科學理性管理，弱化人們原初道德智能所採取較為整體性的判斷能力。在這種發展脈絡下，現代化的副產物是廢棄生命，但安置廢棄物（人）的場所卻越來越難以負荷，「廢棄性文化」誕生了，並帶給人類社會與環境難以解決的危機。我們必須深入探討永續發展與教育的核心議題，關於道德人的角色、無綱領的規範性責任與自然稟性的倫理觀。在折衷取向的個體生活觀中，我們如何反思自我實現的任務、內在恐懼的制約與慣性行為的內涵。而在修正與活化取向的社會生活觀中，我們如何思考公義的社會和運動的政治。本文整理國際上及臺灣近年來在永續教育價值觀的推動與實踐上，民間組織作了什麼樣的努力。綜合以上討論，本文提出三點結論如下：一、折衷取向和修正取向是永續發展教育在最適化的思考策略二、永續教育須重視主體在思辯倫理道德的能力培養。三、永續教育工作的價值在於是跨文化溝通的建立，且是改善社會所必須的任務。以及三點建議如下：ㄧ、永續教育的實踐在建構價值觀之前，須先釐清近代社會演變的脈絡。二、永續教育可多採取在成人教育的多重方法和場域，並以尊重差異、促進自我導向的學習為核心價值。三、永續教育可以結合傳統社會生活來適切地融入現代社會生活的脈動。

關鍵字

齊格蒙特鮑曼；現代性；永續教育

並列摘要

The paper base on Zygmunt Bauman's book,and using philosophical hermeneutics research methods, explore the relationship between modern social life and development of two-way extreme among the various ideological, as well as analysis of the internal psychological and human point of view of modern people. This paper focuses on the real situation of social analysis, discusses consumer society in "modern", "globalization" process of evolution out of the side effects, and thus difficult to understand the challenges and difficulties of sustainable development, but also highlight the contemporary social learning and The importance of culture and its values of sustainable development. The role of the world of modernity fragmented, leading to modern people's lives even more broken, lost and broken roots. On the one hand, bureaucracy, too much emphasis on the instrumental rationality, suppressed emotion perception, but also to moral blindness, moral indifference has become a common phenomenon in society. On the other hand, the limitations of scientific rationality created artificial order management, weakening the original moral intelligence of the people to take a more holistic judgment. In this development context, byproducts of modern life are abandoned, but the placement of waste has become increasingly difficult to place a load, "waste culture" was born, and to bring the human society and the environment are difficult to resolve crisis. We must explore in depth the core issues of sustainable development and education, about the role of moral people, no program of normative ethics and the natural disposition of responsibility. In the compromise-oriented individual outlook on life, and how we reflect on the task of self-realization, connotation inherent constraints of fear and inertia behavior. The view of life in society correction and activation orientation, we ponder how social and political justice movement. This paper finishing and Taiwan in recent years, the international community in promoting the values and practice of sustainable education, civil society organizations what kind of efforts were made. Based on the above discussion, we propose the following two conclusions. First, the compromise amendment orientation and education for sustainable development is the optimum orientation of thinking. Second, sustainable education must pay attention to the body in the capacity-building speculative ethics. Third, the value of sustainable educational work in establishing cross-cultural communication then, is to improve the social and necessary task. And the following three suggestions. First, practice before the construction of sustainable education in values, we must first clarify the context of the evolution of modern society. Second, sustainable education can take a more multi-method and field in adult education, and respect for differences, and promote self-directed learning as core values. Third, sustainable education can be combined with traditional social life to appropriate integration into the pulse of modern social life.