馮朝霖的教育美學思想之探究

本論文主要探討馮朝霖的教育美學理論，內容分為三部分：世界觀、人觀、教育觀。首先，馮朝霖的世界觀以曖昧、謙卑、參化為主軸，這三者皆蘊含「萬物一體」的高度連結概念，以此看來「萬物一體論世界觀」實際上是對人類跟各種世界的連結進行分類以及整合。其次，馮朝霖的人觀分為三個要項：人的未確定性、人的自我完成性、自我完成之依他起性，這三點顯示出馮朝霖的人類圖像，人必須從與他者、外在世界互動的過程中回歸到自身自我完成的歷程，並與世界建立新時代意義上的連結，才是人類社會向前邁進的關鍵。最後，馮朝霖的教育觀包括自發、互動、共生與全人教育，而自發又可對應存在美學、互動對應公民美學，共生對應生態美學，而綜觀來看，馮朝霖的全人教育之核心理念分別是：漂流、參戲、陶醉，以發揮學子自主性的學習，實踐全人教育的美學精神，特別是在實驗學校的辦學上加以發揮。本論文發現馮朝霖的美學理論與十二年國教政策之核心概念相互呼應，整體而言，十二年國民基本教育課程綱要的基本精神：自發、互動、共好，與馮朝霖的教育觀密切相符。總結而言，本論文有關馮朝霖的教育美學研究可得到三個結論：一、馮朝霖秉持著萬物一體論的世界觀；二、馮朝霖的人觀表明人類在自我完成的過程中，將會遭遇不確定的考驗，並在與外在環境的互動中努力趨向完整；三、馮朝霖的教育觀強調以美學素養為基礎，由此開展實現全人教育的方式。

關鍵字

馮朝霖；美學；全人教育；另類學校

並列摘要

This research is mainly about the whole theory of Tsao-Lin Fong’s aesthetics of education, including his worldview, human images, and educational beliefs. First, Tsao-Lin Fong’s worldview contains ambiguity, disidentification, and participation, which are highly related to the worldview of the oneness. Practically, we can see his worldview as a new classification and integration of the world. Besides, his human images include human uncertainty, self-fulfillment, contingence, which explain each of us must come back to discover ourselves after interacting with others. Only when we connect with the meanings of the new world can we move forward smoothly. Last, his educational beliefs consist of spontaneity, interaction, symbiosis, and holistic education. Spontaneity can correspond to aesthetics of dasein. Interaction can correspond to aesthetics of citizenship, and symbiosis can match aesthetics of ecology. As a whole, Tsao-Lin Fong’s key points of the holistic education are detachment, co-creation, and intoxication, making students learn by themselves, and put the aesthetic spirit into practice, especially for the event of alternative schools. Also, spontaneity, interaction, and symbiosis are established on Tsao-Lin Fong’s educational beliefs, which are related to key competencies of the Outline of the 12-Year Basic Education Curriculum. Thus, his study can provide us a good explanation for key competencies. In conclusion, Tsao-Lin Fong’s aesthetics of education includes three parts in this essay. First, he proposes the worldview of the oneness. Second, his human images will be much more complete by interacting with others and encountering the uncertain trials during the process of self-fulfillment. Last, his educational beliefs are based on the competencies of aesthetics, which can be the way of practicing the holistic education and philosophy of education.