本研究旨在探討麥金泰德行論及其在德育上的意蘊,為使麥金泰之德行論點更為明晰,本研究首先以麥金泰的生平及著作探究其德行論之思想脈絡;其次則描繪出麥金泰對於現代道德困境之批評,並進而建構出德行論之基本概念,由德行概念的轉變展開德行論的三階段;最後則依據德行論的基本概念提出其對道德教育的意蘊所在。 依據上述探討,本研究所得之結論如下: 一、麥金泰受其生長背景影響,以及對現代社會道德失序狀況的思考中,歸納出歷史敘事脈絡對於釐清道德議題之重要性所在。 二、麥金泰藉啟蒙運動的失敗以論證現代道德問題的起源,由於現代人脫離目的論對道德行為的詮釋方式,使得當代的道德兩難是在尼采的虛無或亞里斯多德的目的論之間選擇,麥金泰因而論證以回歸亞里斯多德主義作為道德論爭的出路。 三、德行概念歷經荷馬英雄社會的身分等級觀、亞里斯多德的目的論、中世紀訓練意志之人類品質,直到現代社會時各有偏重,顯示出德行內涵不斷轉換。受到歷史發展影響的德行概念,必須以德行概念的實踐、個人生活的敘述整體與傳統三階段,才能將其完整理解。 四、以麥金泰對啟蒙之後現代性失敗的批評與其建構之德行論觀之,可以發現德行論的建構與中國傳統儒家德行觀有其相似之處,而道德教育在受到現代性影響之下,需要作一調整與反省。 根據上述結論,本研究則提出五項對德育之建議: 一、道德教育仍須注重中國傳統倫理文化; 二、人格培養以生活教育為主; 三、言教與身教並重; 四、針對社會情境脈絡的學習; 五、理解學生的生活世界。
The purpose of this study is to explore MacIntyre’s view on virtue ethics and its implication for moral education. In order to understand his theoretical framework, this study begins with his life background and works. Then, this study discusses about the failure of enlightenment and the important concepts of virtue ethics. In the end, this study examines the concepts of virtue to expound its implication for moral education. The conclusions of the study are as follows: 1.MacIntyre concludes that historical narrative is important in the understanding of virtue ethics. 2.McaIntyre demonstrates that modern moral conflict results from the failure of enlightenment. The moral dilemma is between Nietzsche and Aristotle, according to MacIntyre we should adopt Aristotle’s view. 3.The concepts and content of virtue ethics change over time. The historically influenced virtue ethics can only be fully understood with the practice of its concept, the description of personal life and tradition. 4.Based on MacIntyre’s criticism on the failure of enlightenment and the virtue ethics he constructed, we find the similarities between MacIntyre’s virtue ethics and the concepts of ethics in Confucianism. We suggest that under the influence of modernity moral education should be adjusted and reconsidered. Concluded from above, my suggestion in moral education are as follows: 1.Moral Education should emphasize more on traditional Chinese culture. 2.The nourishment of character is mainly based on education of daily life. 3.We should put equal emphasis both on teaching by example and precept. 4.Learning should be based on social context. 5.We should understand student’s life world.