從生態現象學論生態教育學的哲學基礎

Eco-phenomenology: A study of the philosophical foundation of eco-pedagogy

洪如玉(HUNG RUYU)

指導教授 ： 楊深坑 ； 洪仁進

國立臺灣師範大學/教育學院/教育學系/博士(2001年)

摘要

本論文之研究目的在於建構新典範的教育學之哲學基礎－－生態教育學，以生態中心思維為立場，有別於既定教育學所植基的人類中心思維典範。本論文採取生態現象學為研究取向，以解決生態危機的思想根源，並建構大地存有學，作為發展生態教育學的哲學基礎。
本論文以奈斯、胡塞爾、梅洛龐蒂三者思想為生態現象學的發展軸線，分別解決生態問題的三個思想面向，並探討其教育蘊義，以發展生態教育學之藍圖，作為既定教育體制發展的參照。

關鍵字

生態現象學 ； 生態教育學

並列摘要

The purpose of this study is to construct the philosophical foundation of pedagogy of a new paradigm—eco-pedagogy. Compared with the established pedagogy whose institutions are grounded on the anthropocentrism, eco-pedagogy is constructed on the basis of ecocentrism. This study proposes the eco-phenomenological approach to solving the problems of the cultural origins of the ecological crisis. Consequently, the eco-phenomenology offers the possibility of the ontology of the earth and provides us with the philosophical foundation of the eco-pedagogy.
The axis of the eco-phenomenology in this dissertation is developed through the notions of Arne Naess, Edmund Husserl and Maurice Merleau-Ponty. The unique insights of them are capable of dealing with the different dimensions of the ecological problems. We also could discover the rich and inspiring ideas about education in their thoughts. There is much help for giving an outline of the eco-pedagogy and proposing some suggestions to the dominantly educational institutions in the investigation of the eco-phenomenology.

並列關鍵字

eco-phenomenology ； eco-pedagogy