教育作為一個形構主體問題的研究

教育長期以來都以自德國新人文主義時期發展而來的Bildung概念作解釋，而Bildung概念的發展又可以以康德、黑格爾對於Bildung的解釋作為基礎。本研究試圖從主體問題著手，嘗試挖掘我們長久以來在教育以Bildung作為詮釋的概念下所預設之主體，指出此預設主體所產生的無法自由自我形構之爭議，並試圖尋找筆者所認為較為真實，不被本質所預設、在自我形構上較為自由之德勒茲所提出之主體觀，試圖加以了解德勒茲主體在個體的自我形構以及形構過程與外界關聯上呈現怎樣的風貌。最後並試圖以此主體的自我形構經驗嘗試對教育的Bildung論述做一補充建議。本研究的結論認為，依Bildung脈絡下所預設之主體觀，往往造成個體自我形構以普遍理性為依歸而喪失許多生命經驗其他的可能性，再者，便是這樣理性主體與外在的和諧關係是藉由犧牲個殊性、差異性換取而來的，換言之，我們在自我的形構上總是受制於理性模式以及由理性模式發展而來的共同體論述，並沒有取得自由。而德勒茲所提出之以實驗性經驗構成之主體，一再表明了我們在主體自我形構上能夠通過拒絕並逃逸、踰越既成模式來顯現出相對於以往的自由。並且在形構過程中與外界產生不同於以往和諧的修正式關係。本研究對於教育的Bildung論述的建議，在個體的自我形構層面上，Bildung應該不同於以往而是種永恆的創造，而非純然只是以理性或是絕對精神來啟蒙人自身進而塑造完善的理性主體，而更多的是企圖去將一個人的生活轉變為一種「創造」。在主體形構過程與外界關聯層面上，Bildung或許應該意謂著：「沒有目標的Bildung」。主體形構過程與民主社群的和諧關係處於一種本質上無法完成但彼此間可以形成一種修正式檢驗關係的狀態。

關鍵字

Bildung ；主體；德勒茲；洪席耶

並列摘要

For a long time, education has been explained by the concept of Bildung, which developed from the New Humanism period of Germany, and the development of the concept of Bildung can be based on the interpretation of Bildung by Kant and Hegel. This study attempt to dig for a long time in our education with the concept of Bildung as interpretation under the presupposition of the subject points out the default that the presupposition of the subject cannot freely form, and also tries to find the subject proposed by Deleuze, and tries to understand the appearance of this subject in the individual's self-formation and the relationship between the formation process and the outside world. Finally, the author tries to make a supplementary suggestion to the discussion of education by Bildung based on the subject's self-formation experience. This study concludes that the subject under the context of Bildung often leads to the possibility that the self-formation of the individual is dependent on universal rationality and that many other life experiences are lost. Moreover, the harmonious relationship between the rational subject and the external is obtained by sacrificing individual particularity and difference. In other words, we are always limited in self-formation by the rational model and the community discourse developed by the rational model, and we do not gain freedom. Deleuze's subject, which is composed of experimental experience, has shown again and again that we can show relative freedom to the past by rejecting and escaping the established model, and have different relations with the outside world in the process of formation The suggestion of this study for the discussion of Bildung on education is that Bildung should be an eternal creation different from the past, rather than simply enlightening people and cultivating perfect rational subjects with rationality or absolute spirit, but more about trying to transform a person's life into a kind of "creation". Bildung might mean "Bildung without a goal." The harmonious relationship between the subject formation process and the democratic community is in a state that cannot be completed in essence but can form a test relationship between them.