Zygmunt Bauman倫理思想及其在品德教育上的意義

本文係以當代社會中的品德教育發展為主要脈絡，認為在多元化、全球化的過程中，品德教育的內涵應隨時反省。在此脈絡下，本文以詮釋學方法對Zygmunt Bauman倫理思想的主要意涵進行探究，並進一步析論Bauman倫理學對現今台灣品德教育所具有的意義。據此，本文的研究主旨以兩個面向展開：第一、探究Bauman倫理思想的主要內涵，指出Bauman倫理思想主要有三個要素：(1)社會學式的思考策略；(2)現代性/後現代性的分析架構。其後為了避開現代性/後現代性的曖昧不清，Bauman在一九九○年代中葉以後提出獨到的「流動的現代性」的觀點，做為對後現代性的再反省；(3)Emmanual Levinas爲他倫理學的哲學基礎。第二、以「品德教育促進方案」為對象，探討Bauman倫理思想對台灣品德教育的省思。據此，提出二點反思：(1)以「道德價值核心」與「行為準則」為主的做法，可能會有威權意識的問題；(2)教師角色的調整未能與時俱變。最後，綜合以上討論，對品德教育的方向提出三點建議：一、對方案中以「道德價值核心」與「行為準則」為品德教育內容，須保持批判性的態度，以實現公義的目標。二、對方案中以「多方參與」為實施品德教育的原則，須建立公共空間讓參與者能持續對話。三、品德教育的實施應重視潛移默化的後學習

關鍵字

Zygmunt Bauman ；倫理；流動的現代性；品德教育

並列摘要

The thesis focuses on the context of the development of the character education under contemporary society. The thesis indicates that in the process of diversification and globalization, the contents of the character education should be reflected continuously. Under the content, the thesis explores the contents of Zygmunt Bauman`s ethical thought by the theory of hermeneutic approach. Furthermore, the thesis is going to analyze the implications of Bauman`s ethical thought to the character education in Taiwan nowadays. Accordingly, the thesis include two aspects: The first one is to explore the main contents of Bauman`s ethical thought including three elements: (1) the perspective of “thinking sociologically”; (2) the analytical framework of modernity/postmodernity. In order to eliminate the chaos between modernity and postmodernity , Bauman created the view of liquid modernity in the middle of 1990; (3) the philosophical basic on Emmanual Levinas`s ethics of responsibility-for-the-Other. The second aspect is the reflection toward the picture of Bauman`s ethical thought to the implications of the character education in Taiwan. Accordingly, the thesis propose two reflection: (1) the approach to the "core moral values" and "code of conduct" may give rise to problems of authoritarian consciousness; (2) the adjustment of the role of teachers failed to change with the times. Finally, as the above discussed, this thesis indicates three suggestions for the character education: 1.We must remain more introspective and critical to the "core moral values" and "code of conduct", in order to achieve the goal of justice. 2.In terms of the "multiple participants" used in the implementation on the principle of character education, a public space should be established so that participants can continue to dialogue. 3.The practice of character education should pay attention to the deuteron-learning.