生態公民意識之倫理學分析－在恐懼、效益性與詩性想像之間

An Analysis of Ethical Condition of Eco-Citizenship Consciousness: Among Fear, Utility, and Poetic Imagination

王俊斌(Chun-Ping Wang) ； 涂真瑜(Chen-Yu Tu)

《教育學刊》 33期 (2009/12) Pp. 203-233

https://doi.org/10.6450/ER.200912.0203

摘要

本文目的係運用倫理學概念，分析實踐生態倫理的可能命題，並且將之轉化為三種思考生態問題或環境教育的不同倫理學立場，包括「立場A：恐懼感與生態共同責任」、「立場B：效益性與人類福祉」，以及「立場C：詩性想像與積極生態公民意識」等三種不同立場。就此三者的差異而言，研究者認為不論是恐懼感、效益性或者詩性想像，它們對永續發展之倫理學分析，各自有其不同切入角度與論證的有效性。最後，本文也指出，「立場C」藉由文學、藝術、電影等文本，所提供的豐富詩性想像來涵養永續意識，並據此培養真有生態素養的積極生態公民，是落實永續教育值得嘗試的可行途徑。

關鍵字

永續性 ； 生態公民資質 ； 效益 ； 詩性想像 ； 灌輸

並列摘要

This article aims to analyze three eco-ethical propositions. In order to do so, those propositions are transformed into three ethical conditions in relation to ecological issues and environmental education. They are Condition A: Fear and Co-responsibility, Condition B: Utility and Human Happiness, and Condition C: Poetic Imagination and Positive Eco-citizenship. Each of them is involved in particular standpoint and demonstrates valid argumentation respectively. The authors suggest that Condition C may be a better way for sustainable education. It can be put into practice by offering texts of literature, art or movies to enrich students' poetic imaginations and thus to cultivate citizens' ecological literacy.

並列關鍵字

sustainability ； eco-citizenship ； utility ； poetic imagination ； indoctrination

參考文獻

王順美(2004)。社會變遷下的環境教育。師大學報：科學教育類。49(1)，59-170。

Transforming environmental education: Making the cultural and environmental commons the focus of educational reform

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