德勒茲（Gilles Deleuze）的多元性哲學及其教育應用

Deleuze’s Philosophy of Multiplicity and Its Application on Education

周志聰(Chih-Tsung Chou)

指導教授 ： 林逢祺 ； 洪仁進

國立臺灣師範大學/教育學院/教育學系/碩士(2002年)

摘要

本研究旨在於探討Deleuze多元性哲學，並闡述與發展其在教育中應用的可能性。本研究首先就Deleuze生平與學術發展環境探討其多元性哲學的形成背景；其次，分析Deleuze多元性哲學的思想脈絡與其多元性哲學實踐的發展；最後，詮釋Deleuze多元性哲學的意涵，並闡述與發展Deleuze多元性哲學在教育應用上的可能性。
根據前述之探討，本研究之結論如下：
一、Deleuze承接二戰前後法國哲學氛圍與自由的社政風氣後，發動結構主義轉化到後結構主義的哲學風潮，以及參與激進政治的社會運動，並在其後面對反動的社會政治風氣，以哲學為武器提出開放的呼聲。
二、Deleuze在對Hume、Bergson、Nietzsche與Spinoza的研究解讀中，發現與提取諸多多元性哲學的概念。
三、Deleuze多元性哲學倒轉再現論哲學中差異與同一的關係，以差異與重複概念構成了多元性實現化與不斷流變的運動；並以內在性本體論構成差異而平等的多元性世界。
四、Deleuze提出向域外開放的思考機制以及地下莖的思想影像，目的在於使思想由教條思想影像中解放出來，邁向更多元的開放創造。
五、Deleuze多元性哲學可分為差異、重複、內在性、關係之外部性與脈絡以及開放系統五個要點。
六、Deleuze多元性哲學可有助於學習本質與教育目的之探討。
七、Deleuze多元性哲學可提供課程統整、道德教育與多元文化教育新的解釋方式與反思觀點。
八、Deleuze多元性哲學可為教育改革以及通識教育提供省思，並且對教育系統的開放性提出展望。

關鍵字

德勒茲 ； 多元 ； 差異 ； 後結構主義 ； 教育哲學

並列摘要

The purpose of this study is to explore Deleuze’s philosophy of multiplicity, and develop its application on education. First, it describes the life, and the academic background of Deleuze. Second, it analyzes the philosophical context of Deleuze’s philosophy of multiplicity, and explicates the development of its “doing” in philosophy of multiplicity. Third, it interprets the connotation of Deleuze’s philosophy of multiplicity. Finally, it illuminates and develops the application of Deleuze’s philosophy of multiplicity on education.
The conclusions of the study are as follows:
1. Deleuze incited the philosophical transformation from structuralism to poststructuralism, and joined the radical social movements. Later, he advocated philosophy of multiplicity to resist the reaction of social climate.
2. Deleuze interpreted philosophy of Hume, Bergson, Nietzsche, and Spinoza. Hence, he found many concepts for his philosophy of multiplicity.
3. Deleuze overturned the relationship of identity and difference in representationism. He took concepts of difference and repetition to construct the actualization of multiplicity and eternal movement. The ontology of immanence justified the coexistence of multiplicity and equality.
4. The purpose of the image of thought of rhizome is to free thought from the dogmatic image of thought. And let it to be more multiple, open, and creative.
5. There are five main points in Deleuze’s philosophy of multiplicity. They are difference, repetition, immanence, context and exteriority of relation, and open system.
6. Deleuze’s philosophy of multiplicity can explore the essences of learning and the aims of education.
7. Deleuze’s philosophy of multiplicity can supply the new methods of interpretation and viewpoints of reflection in curriculum integration, moral education, and multicultural education.
8. Deleuze’s philosophy of multiplicity can advance new reflections in educational reform and general education. It can also promote the foresight of open educational system.

並列關鍵字

Deleuze, Gilles. ； multiplicity ； difference ； poststructuralism ； philosophy of education

參考文獻

馮朝霖（2001b）。橫繫理性與網化思維—生態經濟時代的通識教育。論文發表於教育部主辦，國立政治大學教育學系承辦之「知識管理與教育革新發展」研討會，台北。

Bergson, H. （1970/ 1976）. Matter and memory.

Best, S., & Kellner, D. （1991/ 1994）. Postmodern theory: Critical interrogations.

Deleuze, G. (1986, 1988/ 2001). Foucault, Le pli.

Deleuze, G. （1962/ 2001）. Nietzsche et la philosophie.