教師宗教信仰影響道德教學觀念之探究—以基督教與佛教兩名國中教師為例

李依晃

指導教授 ： 李琪明

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2007年)

摘要

教師在道德教學上扮演重要角色，對於教師的宗教信仰及其在道德教學上的影響之研究卻很少被探討。本研究旨在利用質性研究，深度訪談一位信仰基督教與一位信仰佛教國中教師，輔以學生問卷調查與教室觀察等方式，探討教師的宗教信仰對其道德教學觀念之影響。
??本研究目的為：一、探討信仰基督教與佛教之受訪國中教師所持的道德教學觀念，以及與宗教信仰的關連性。二、比較信仰基督教與佛教之受訪國中教師的道德教學觀念，並找出其相近處與相異處。三、對受訪國中教師宗教信仰影響道德教學觀念之情形進行批判反思，並歸納出宗教信仰影響道德教學觀念之助益與盲點。四、針對具宗教信仰的教師施行道德教學提出建議，以供後續研究參考。
本研究獲致之結論如下：一、教師宗教信仰會影響其道德教學觀念，並使她們在道德教學上更具有奉獻熱忱，對於道德教學上的問題，願意花費更多心力去處理、改進。二、承接宗教「勸人為善」的觀念，她們十分重視道德教學，並且會從自身信仰來尋找相關資源。三、如同她們崇拜的宗教領袖（耶穌、聖嚴法師）一樣，她們希望同樣作為學生學習的楷模，因此她們不以權威教學來馴服學生，反而更重視與學生之間的良好關係。
??然而，為了避免使道德教學變成傳教活動，並且顧及到不同信仰學生的感受，本研究針對具宗教信仰的教師施行道德教學提出以下建議：一、教師應將道德教學與宗教信仰加以釐清。二、分享與接納多元的宗教道德觀念。三、以討論與體驗等道德教學方式取代教條灌輸。四、道德教材可適度與宗教資源結合，但應避免於傳教。五、在處理學生問題上，以感化方式取代責罰。

關鍵字

道德教學觀念 ； 宗教信仰

並列摘要

Teachers play an important role in moral teaching. The research about the effect of the teachers with religious belief on moral education is seldom discussed. The thesis aimed to analyze the effect of teachers’ religious belief on moral teaching. The researcher conducted qualitative method to interview one teacher with Buddhism and the other with Christianity, surveyed their students with semi-structural questionnaires and observed teacher-students’ interaction in class. The relationship between teachers’ religious belief and their moral teaching was discussed in the study.
The purposes of this study aimed to investigate the following topics: (1) the notions that the teachers hold in their moral teaching, and the correlation with religious belief (2) the comparison of the notions of moral teaching conducted between the teacher with Buddhism and the other one with Christianity(3) a critical reflection on the situation in which the effect of the teachers’ religious belief has on their moral teaching, and the advantage and disadvantage of the religious belief with moral teaching as well (4) the suggestions offered to teachers with religious belief when they conduct moral teaching, and functioned as the reference for the follow-up research.
The conclusions of the study were as follows: (1) The teachers’ religious belief has great influence on their moral teaching. They are willing to spend more time solving students’ problems related to moral teaching with more enthusiasm. (2)Out of the notion of “encouraging the public to behave righteous,” the teachers put emphasis on moral teaching and try to search related resources to improve their teaching from their religious belief. (3) They expect themselves to be role models of their students as they worship their religious leaders, such as Jesus Christ or Master Sheng-yen. Therefore, they don’t tame students with harsh authority, but emphasize a harmonious relationship with students.
To avoid turning moral teaching into religious preach and to attend to the feelings of students with different religious belief, the study provided severalsuggestions for the moral teaching of teachers with religious belief : (1) Teachers should differentiate their personal religious belief and moral teaching. (2) They may share and tolerate all opinions from different religious beliefs. (3) They may conduct their moral teaching in form of discussion and experienceinstead of preaching doctrines. (4) They may combine their moral materials with suitable religious resources while keeping off the preach. (5) They may influence students in a positive way instead of a harsh scold.

並列關鍵字

moral teaching ； religious belief

參考文獻

楊惠南（2006）。我所知道的台灣同性戀佛教徒，弘誓雙月刊，83。2007年4月14日，取自http://www.awker.com/hongshi/mag/83/83-3.htm

釋昭慧（2006）。「同志」豈必承負罪軛？，弘誓雙月刊，83。2007年4月14日，取自http://www.awker.com/hongshi/mag/83/83-2.htm

歐陽教（1995）。教育哲學導論。台北：文景。

黃德祥、謝龍卿（2004）。品格與道德教育的內涵與實施。教育研究月刊，120，35-43。

沈六（2005）。道德發展之擬情論，公民訓育學報，16，85-112。