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  • 學位論文

Foucault的修身倫理學及其對品德教育之蘊義

指導教授 : 李奉儒
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摘要


Foucault的修身倫理學及其對品德教育之蘊義 摘要 本研究省察當今品德相關教育實施之現況,再深入理解Foucault晚期修身思想的文本之後,確定Foucault的修身思想之轉折具有研究價值、Foucault的方法論基礎具累進性、修身倫理學內涵具有德行倫理學特色、以及修身倫理學對品德教育的實施具有啟示性等;因此運用哲學詮釋學與哲學思考,進行對Foucault的思想及其修身理論之探究,進而比較分析Foucault與其他學者觀點之異同,並且省思其對品德教育實施之啟示。本研究有如下四項結論: 一、Foucault早期思想著重於探討知識,中期鎖定權力,晚期轉而探索有關修身的倫理學。Foucault修身理論的淵源包括古希臘各學派、早期基督教文化與Nietzsche酒神精神、悲劇美學與權力學說。 二、考古學、系譜學與問題化思考作為Foucault知識論與方法論的基礎,常被Foucault合併運用於研究之中。 三、修身倫理學的內涵為關注自身、自我技術及生存美學,此三者緊密連結。修身倫理學的特色呈現在自我權力的主體化過程與批判化、創造化、哲學化、美學化與風格化的個人修身倫理學等方面。 四、Foucault與儒家及Aristotle的修身觀都屬於德行倫理學,但Foucault更為強調主體的自主權與獨立性、自我選擇與權力技術、以及政治美學式的自我治理之風格。 基於以上結論,本研究進而針對品德相關教育實務,亦即品德教育、性教育與體罰實施,提出啟示以及對未來研究提出建議。 一、品德教育實施方面的建議:教師應引導學生關注個人之身心與日常作息並且應發展社會實踐之引導功能;教師應引導學生致力於個人之自我實踐;以及教師應培養學生具備說真話主體化之知能 二、性教育實施方面的建議:教師應協助學生重視自我修身及倫理主體之建構;學校應推展有益身心的養生觀;教師應協助學生了解「未來在婚姻中應建立平等與快感的婚姻倫理」;以及教師應協助學生發展倫理主體的新愛慾觀。 三、學校體罰實施方面的建議:教師應引導學生自我省思與改過;教師應改變僵化輔導方法;教師應協助學生進行「自我修身實踐」以取代教師對學生的規訓與懲罰;以及教育決策者應培養教師具有「自我修身實踐」的觀念與能力。 本研究在未來研究方面的建議是:擴展品徳教育之研究議題以及擴展「他者之教育引導」層面之研究。 關鍵詞:Foucault、修身倫理學、關注自身、自我技術、生存美學、品德教育

並列摘要


Foucault’s Ethics of Self-Practice and its Implication in Moral and Character Education Abstract Through reflecting on current implementation of moral and character education and probing into final Foucault’s texts, this dissertation determines that final Foucault’s turning to self-practice thought is of great value to be explored, that Foucault’s methodological basis is the accumulation of archaeology, genealogy and problematizing method, that the connotation of self-practice ethics is characterized by virtue ethics, and that Foucault’s self-practice ethics shows some revelation to the implementation of moral and character education. Therefore this dissertation, by means of philosophical hermeneutics and philosophizing method, aims to explore Foucault’s thought and his self-practice theory, to compare them with other scholars’, to analyze their similarities and differences, and to reflect its implications in moral and character education. According to the results from this dissertation, the main findings are as follows: 1. Foucault focused on exploring knowledge in his early age and investigating power in his middles, but turned to explore the ethics of self-practice which rooted in the ancient Greek schools, the early Christian culture as well as Nietzsche’s Dionysian spirit, tragedy aesthetics and power theory. 2. Being as Foucault’s epistemological and methodological basis, his archeology, genealogy and problematizing methods were often combined to apply in his research. 3. The ethics of self-practice is composed of self-care, self-technology and aesthetics of existence. It is characterized by subjection of self power, by the critical, creative, philosophical, aesthetic and styled ethics of self-practice, and by the close linkage of the above three of components. 4. The self-practice thoughts of Foucault, Aristotle and the Confucianists belong to Virtue ethics, but Foucault’s emphasizes more on subject’s autonomy and independence, on self choice and power technology, as well as on styles of political aesthetics and self governance. Based on above conclusions, this dissertation offers some suggestions to virtue-related education in practice, that is to say, to moral and character education, sex education and the implementation of corporal punishment. Suggestions are also made for future research. 1. Suggestions for moral and character education in practice: Teachers can guide students to concern about themselves in daily routines and develop their social practice, become engaged in self-practice, and fulfill the subjection of telling the truth. 2. Suggestions for sex education: Teachers can help students to value their self-practice, to establish their ethical subjects, to realize “equality and pleasure should be built up”, and to develop new erotic ethical subject in their future marriage. Schools can promote concepts of wholesome wellness. 3. Suggestions for implementation of corporal punishment in schools: Instead of using rigid counseling methods, teachers can guide students to their self-reflection and rehabilitation as well as to self-practice. Educational decision-makers can train teachers to own concepts and capabilities of self-cultivation practice. 4. Suggestions for future research: Researchers can expand more research issues of moral and character education and extend to explore the aspects of “others’ educational guidance” in their study. Key words: Foucault, ethics of self-practice, self-care, self-technology, aesthetics of existence, moral and character education

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