李歐塔後現代思想及其教育涵義探究

本研究以教育詮釋學方法進行李歐塔後現代思想及其教育涵義的探究。首先說明李歐塔後現代思想之淵源與形成；復次論述其後現代思想之內涵，共有三大面向：（一）後現代知識論的中心論題；（二）倫理思想的中心論題；（三）崇高美學的中心論題；接著闡述其思想對教育之啓示：（一）在知識論方面，改變師生間的角色定位，課程設計及教學方法由一元轉變爲多元，強調批判與質疑的精神。（二）在倫理思想方面，重實踐，強調多元、尊重差異，積極培養學生批判思考力，並進一步建立師生間真誠的對話。（三）在崇高美學方面，不但使藝術形式由一元轉變爲多元，且拓展了新的美學概念，更促進審美教育的發展。最後，提出綜合評價與研究結論。李歐塔主張多元、衍異，但持平而論，差異的背後應有一個基本的規律存在。我們應該正視差異的過程，用批判、質疑的態度重新評估過去我們視爲固定不變的真理。

關鍵字

李歐塔；後現代思想；倫理學；崇高美學

並列摘要

The study aims at probing into the Jean-François Lyotard's postmodern thoughts and expounding its significance in education by the method of educational hermeneutics. The thesis includes four parts. The first is to explore the historical background and the formation of Lyotard's postmodern thinking. The second is to interpret the content of Lyotard's thoughts, which could be integrated into the following three dimensions: (1) the issues of postmodern knowledge, (2) the issues of ethics, and (3) the issues of aesthetics of sublime. The third is to probe into the educational revelations of his theory. Here comes to three revelations: (1) In the issues of postmodern knowledge, Lyotard emphasized the importance of criticizing and questioning. He also changed the relationship between teachers and students. Besides, the ways of curriculum design and instructional methods were from simplification to diversity. (2) In ethics, he still stressed on the importance of diversity and practice. It's also important to cultivated students' ability of criticizing and promoted good interaction between teachers and students. (3) In aesthetics of sublime, Lyotard emphasized the importance of variety again. He extended not only the meaning of art, but also enhanced the development of aesthetic education. The final part is to integrate the research results and put forward suggestions for further studies. To sum up, the main ideas of Lyotard's postmodern thoughts are about diversity, differend and uncertainty. In fact, there exists a basic rule in the background of the differences. We should face the differences and reevaluate the so-called ”truth” which we believed deeply in the past.