理性溝通的教育與社會民主化

The Education of Rational Communication Andsocial Democratization

陳美玉(Mei-Yuh Chen)

《通識教育季刊》 4卷1期 (1997/03) Pp. 51-64

https://doi.org/10.6745/JGE.199703_4(1).0004

摘要

目前台灣正處於邁向民主化的萌芽發展期，社會呈現一片多元與混亂交雜的狀態，格外需要教育社會成員具有理性溝通的能力，以理性的溝通與開放的論辯行動，引導社會期向實質的民主化發展，促進社會的演進。本文乃將理性溝通的教育分成心理學、詮釋學與社會批判等三個層次，分別探討其可能達成的教育目標，滿足學習者的不同認知興趣。其中心理學的層次，旨在滿足學習者良好人際關係與增強自我調節能力的需求；詮釋學的層次，則在現象的豐富意義與開展性的相互理解之尋獲；社會批判的層次則兼融前二者的認知興趣，思圖超越既存社會結構與客觀主義的架框，以自我反省與理性論辯能力的養成，極大化開展個人的自主性，作為實現成熟的民主社會之基礎。本文亦針對理性溝通的教學，提出六種教學途徑：提供開放而相互支持的學習環境，養成良好的溝通能力與習慣，鼓勵合作學習與自我反省，倡導理性的論辯，關懷公共議題以及教導多元文化觀等，用以主導我國早日成為一個成熟而民主化的理性溝通社會。

關鍵字

自主 ； 自我反省 ； 互為主體性 ； 民主化 ； 理性溝通 ； 符號互動

並列摘要

At present, Taiwan society is moving toward the initial and developmental period of the democratization. Nowadays, the multiple values and the disordered phenomenon are crossed. The ability of rational communication is required for its' members particularly. Using this rational force, our society will achive the real democracy. The main reason is the rational communication and the opened discourse can lead revolution of society. This paper discussed the education of rational communication from three aspects. The psychological aspect concerns the establishment of good interpersonal relationship and the ability of self-adjustment. The phenomenological deals with the intersubjective mutuality of reciprocal understanding. The perspectives of critical theory assimilated the privious two cognitive interests. It attempted to transcend the existing social structures and the given objectivism, and to develop the ability of learners in self-reflection as well as rational discourse, as the base for fulfilling the democratical society. This paper provided six feasible approaches for the teaching of rational communication also. Through the education of rational communication, Taiwan will succeed to develop a mature and democratical society.

並列關鍵字

autonomy ； self-reflection ； intersubjectivity ； rational communication ； symbolic interaction ； democratization