情緒政治性之探究及其在情緒教育上之蘊義

Exploring the Politics of Emotions and its Implications of Education of Emotions

吳政宜(Cheng-Yi Wu)

指導教授 ： 林建福

國立臺灣師範大學/教育學院/教育學系/碩士(2012年)

摘要

本研究旨在探討情緒在人際關係及個人生命經驗中所扮演的角色，即情緒在其中運作所呈現的政治性，並透過情緒政治性的探討，進一步闡發其對情緒教育可能的蘊義。

本研究兼採現象學方法及文獻分析法，並在某些字詞概念的定義上以概念分析法輔助之。在研究步驟上，首先耙梳歷史上有關情緒的學術論著，以掌握情緒一詞的歷史脈絡，並由此脈絡歸納情緒的內涵。其次，本研究從情緒的目的性、情緒表達的政治性及情緒的內在政治性來論述情緒政治性的內涵。情緒的目的性可從兩個面向進行理解，其一為由情緒中的慾望所引發的行為或表達具有目的性，其二為對主體而言情緒具有效益性目的；情緒表達的政治性展現於主體對自主及非自主表達行為的詮釋，以及自主性表達行為的行動面；情緒的內在政治性則呈顯在主體的情緒判斷。再者，本研究梳理先前對情緒政治性的論述，指出情緒政治性的理論啟示。最後，根據情緒政治性的理論啟示說明情緒政治性在情緒教育的目的與方式上的蘊義。

本研究之研究結果如下：
一、 以積極的情緒論述破除情緒認識上的迷思；
二、 運用學作的教導模式養成學習者適當的表達習慣，進而引發適當的情緒感受；
三、 透過參與遊戲或戲劇的方式培養學習者對自己及他人情緒的敏銳知覺能力；
四、 情緒教育也應注意教師情緒素養的提升。

關鍵字

情緒政治 ； 情緒哲學 ； 情緒教育 ； 情緒策略

並列摘要

The goal of this thesis is to explore the role emotions play both in interpersonal relationship and in personal life experience, namely, the political dimension of emotions. With the investigation of the politics of emotions, some possible implications were further developed for education of emotions.

This thesis mainly uses phenomenology and document analysis. Concept analysis is also used for the clarification of the definitions of ideas. The thesis is structured as follows:

First, previous literatures related to emotions are reviewed first in order to have a basic understanding of the history of emotions and obtain the implications of emotions. Second, the implications of emotions are described in terms of the purposes of emotions, politics of the expression of emotions, and internal politics of emotions. Purposes of emotions could be interpreted in two ways: firstly, the behaviors and expressions of emotions which are caused by desires are purposive; secondly, emotions have utility purposes as to the subject. The politics of expressions of emotions are described mainly as the subject’s interpretations of voluntary expressions and involuntary expressions. Voluntary expressions are also political due to their essence of action. The internal politics of emotions is described as the judgments in emotions. Third, based on previous research, some academic insights are offered. Finally, according to previous insights, implications on the purposes and methods of education of emotions are provided.

The results of this thesis are as follow:
1. By providing positive discourses of emotions we can eradicate the misunderstanding of emotions.
2. By teaching learners to “pretend” an emotional expression we can cultivate appropriate expressions of emotions and arouse appropriate emotions.
3. By participating games or dramas we can develop the keen perception to the emotional states of oneself or other people.
4. Education of emotions should also focus on the teachers’ disposition of emotion.

並列關鍵字

politics of emotions ； philosophy of emotions ； education of emotions ； emotional strategy

參考文獻

林建福（2010）。情緒教育的哲學探究：迷思、重要性與建議。教育研究集刊，56（4），1-26。

李喬媛（2008）。沙特（Jean-Paul Sartre）情緒理論及其在情緒教育上之蘊義。國立台灣師範大學教育研究所碩士論文。全國博碩士論文知識加值系統。

陳伊琳（2004）。情緒、道德與道德教育－亞理斯多德《尼各馬科倫理學》的哲學檢視。國立台灣師範大學教育研究所碩士論文。全國博碩士論文知識加值系統。

梁世婷（2008）。斯賓諾莎（Benedict de Spinoza）情緒理論及其在情緒教育上之蘊義。國立台灣師範大學教育研究所碩士論文。全國博碩士論文知識加值系統。

Aristotle (1984). The Nicomachean Ethics (F. H. Peters, Trans.). In R. C. Solomon, Morality and the good life: an introduction to ethics through classical sources (pp. 54-136). New York: McGraw- Hill Inc.