- 學位論文
漢娜•阿倫特（Hannah Arendt）判斷理論及其教育蘊義
The Theory of Hannah Arendt's Judgement and the Educational Implications of her Viewpoints
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摘要
伴隨著當前科技高度發展的榮景，如何以人之心靈中的「內在對話」為起點，落實於現象世界的「心靈生命」和「活動生命」的協奏，這樣的議題正迫人而來，而Hannah Arendt判斷理論正是對重要心靈官能的重新審視，回歸「人」基本面向的本質性思索。據此，本研究之目的在於：一、呈述Hannah Arendt的思想脈絡，並探究其判斷思想論述基礎與問題背景。二、研討Hannah Arendt的判斷理論之核心概念與特質。三、析論Hannah Arendt的教育思想與論點。四、探究Hannah Arendt判斷理論和教育觀所形成的教育蘊義。五、根據研究所得，擬具結論與建議，作為我國教育理論和實際教育情境的參照，並進一步回應當前之教育社會情境背景。 經由對上述研究目的之探究，本研究之結論包括： 一、Hannah Arendt的判斷理論思想基礎在於援引I. Kant的《判斷力批判》中的重要概念，企圖將美學判斷引渡到政治判斷中。 二、Hannah Arendt判斷理論的核心概念在於其認為判斷能力是人類心智官能的樞紐，需以一種「旁觀者」的立場和地位，利用「擴大心智」以不斷「再現他人的思考」，將他者意見置於心中，藉以分享吾人和他者的視野。 三、Hannah Arendt認為判斷的能力不可教，但可以經由實踐培養而得。 四、Hannah Arendt認為教育與判斷力的關係在於因為教育領域的特殊性與教育權威的重要性，所以判斷力教育的培養具有其必要性。 五、Hannah Arendt對於判斷力的探討，可以為當前教育工作者、教學者與學習者面臨的處境，尋求可能的出路。 根據以上結論，試擬具體建議如下： 一、教育必須提供學習者學習「再現性思考」或達到「擴大心智」的情境，協助其站在「旁觀者」的立場來培養判斷能力。 二、教育必須提供學習者實踐判斷能力的契機，以替他們預備更新世界的能力。 三、由於教育情境具保守主義傾向，且因應教育領域的個殊性，教育人員適當行使教育權威及適切保留教師權威乃具必要性。 四、教育人員面臨當前教育的處境，可以運用判斷理論中「再現性思考」、「擴大性思考」、「想像」與「反省」的概念，尋求可能的出路。 五、學習者面臨當前的教育處境，宜透過學校課程的安排，多練習探訪他人的心靈，並與不同立足點的其它人相互影響，尋求可能的出路。
並列摘要
Because of the vast and rapid advancement of technology and physical sciences in recent years, the importance of spiritual lives of man has been overwhelmingly neglected. The need to reexaminate the faculty of human mind has also emerged, specifically, how to start with the inner dialogue of human spirit then end up with the harmony between the contemplative and active lives in the world of appearance. The judgment theory of Hannah Arendt is not only the reexamination of the important faculty of mind but also the fundamental speculation of humanity. The theory might serve as a key to the studies on the emerging issues in contemporary societies. In the current study, we presented the thread as well as the basis and related background of the thoughts of Hannah Arendt. We then tried to extract the core concepts and characters of her judgment theory and also analyze her thoughts and viewpoints on education. The implication for education of her judgment theory and educational viewpoints was investigated as well. Finally the conclusions drawn form our study could provide not only reflections between the educational theory and nowadays situation in our society but also suggestions to the educational system in our country. Hannah Arendt considered that judgment plays a pivotal part in human spiritual faculty; one can share his perspective with others’ through enlarged mentality and continuous representative thinking at the standpoint of the spectator. The ability to judge could not be passed by instruction but could be cultivated by practice. Because she thought that crisis of judgment comes from the loss of authority, she preferred a conservative educational viewpoint and put a great emphases on educational authority. The purpose of education in her idea is to help the young renew this common world. Based on the above conclusions, we proposed the following suggestions: A good education system must provide an environment for the young to develop an enlarged mentality through representative thinking and also cultivate the ability to judge through practicing. The decision-maker and the instructor must always remain at the standpoint of speculators during the learning processes. The importance of maintaining authority of instructors in education should also be considered. Finally, a good education system must provide the opportunities for the young to practice judgment and help them prepare the abilities to renew this world.
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