Herbert Marcuse科技觀探究及其教育意蘊

A Study of Herbert Marcuse's Technology Theory and its Implications for Education

李珮瑜(Pei-Yu Lee)

指導教授 ： 楊深坑 ； 陳碧祥

國立臺灣師範大學/教育學院/公民教育與活動領導學系/博士(2013年)

摘要

本研究主旨透過「Gadamer的哲學詮釋學」、「勞思光的基源研究法」及「文件分析法」探討Herbert Marcuse科技觀，並應用在教育。期可解決科技帶來的問題，使公民具備應有之素養，使其可適應科技社會。具體而言，研究目的包含陳述Marcuse的哲學思想；探討Marcuse對科技影響人性與社會之見解；探究Marcuse科技觀對教育之意蘊。
茲將研究結論略述如下：
壹、Marcuse科技觀形成的背景相當多元，其受諸多學者影響。融合心理分析論、人文主義、馬克思主義、批判理論，更強調實踐哲學概念之面向。
貳、科技之本質為技術理性與意識型態，彼此一脈相承，且帶來負面及正面的效果；此外，其若干見解可再進一步反思。
參、科技降低人的主體性，使人過度理性思考，亦使人際關係變得「功利」及「疏離」。然而，Marcuse有些見解過於主觀而貶抑人的主體性。
肆、科技造成生產「量」及「質」之改變。它成為新的控制形式及使不平等問題越來越嚴重，它對文化亦有相當大的影響。如使其變得更單一、商品化及缺乏深度，若可進行覺醒，它亦可帶來解放。
伍、Marcuse科技觀應用在教育意蘊，可知其應建構全面向的人格陶冶教育及培養珍愛的人際互動教育，並形塑科技時代具創造力的社會文化教育，及建構合乎時代的公民科技素養教育。然而，Marcuse之見解應用在教育仍有一些限制。
歸結前述分析及研究結論，茲將本研究之建議呈現如下：
壹、教育目的面向：
一、培養人們不受意識型態控制及可對科技變遷具敏銳度，使其適應科技社會。二、教導人們具科技倫理及批判反省之素養，使其不受科技所役。
貳、政策制定面向：
一、結合政府相關單位宜與教育單位，制定科技相關政策，改善科技帶來異化及疏離之危機。
二、整合政府及學校研擬「積極性的差別待遇」政策，改善科技擴大不平等之疑慮。
三、結合教育相關單位不同專家推動媒體素養師資培育教育政策，使相關政策推動不會流於單一。
參、師資培育面向
一、師資培育機構及相關單位宜加強「職前」及「在職」教師具科技覺察及設計公民科技素養課程的能力。
二、培養教師具批判意識的素養及成為轉化型的知識份子，改善單向度之思維及教學模式。
三、培育教師對科技及相關媒體具反思的能力，改善技術理性及壓抑性之問題。
肆、課程與教學面向
一、課程設計顧及之整全的面向，以免流於「商品化」。
二、建構科技與人文並重之課程，改善科技造成的空虛及單向。
三、融合社會學習領域課程與「媒體素養批判能力」，以因應公民素養之需求。
四、美育課程及評量應重視多元及批判取向，以改善商品化美學及邁向美的解放。
五、建構完善的公民科技素養方案，以改善及適應科技帶來的變遷。
伍、未來研究面向
一、研究者可思考Marcuse與Benjamin、Fiske、Adorno的科技觀相互比較研究的主題。
二、研究者可將主題聚焦在Marcuse科技觀對公民科技素養課程意蘊。
三、研究者可建立公民科技素養教育推動之方案與指標。
四、研究者可藉由實徵性之研究，驗證及反思Marcuse之科技觀應用於課程建構與實施之用。

關鍵字

Herbert Marcuse ； 科技 ； 科技觀

並列摘要

The aim of this article is to investigate Herbert Marcuse’s views of technology in order to solve certain problems by means of hermeneutics, philosophical genetic theory and documents.
The conclusions are as follows:
Firstly, Marcuse’s background was complex as he was influenced by many thinkers. He combined psychology, humanism, Marxism and critical theory in his thought, and he emphasized the philosophy of praxis.
Secondly, the nature of technology has both technological and ideological aspects; moreover, technology may have both positive and negative effects. Moreover, Marcuse’s theory should be reflected.
Thirdly, technology may diminish status. People may have technological thoughts. The relationship between people and technology can lead to a snobbish attitude and alienation; however, this view of Marcuse may be subjective.
Fourthly, technology may cause a change in the means of production. It may lead to new forms of social control, it may have an impact on culture, such as dominating society through totalitarianism and supporting the process of commercialization, and it may cause culture to lack depth. If people could understand the problems caused by technology, then the situation might improve.
Fifthly, when Marcuse’s technology theory is applied to education, people construct whole personality and cherish education. Moreover, creativity and education may be applied in promoting technological literacy.
Therefore, the suggestions made are as follows:
Firstly, the following is the aim of education:
1. To Foster people who are not controlled by technological forces and who are sensitive to technology.
2. To Educate people to have a technological ethic and critical literacy in order to control technology.
Secondly, a policy should establish the following:
1. A government and educators who can cooperate in establishing policy in order to solve a crisis.
2. A government and schools that formulate policy in order to address inequality.
3. Educational institutions made up of different specialists who carry out media literacy education for teachers.
Thirdly, the education of teachers should include the following:
1. Teacher training programmes that strengthen students in the field of education having the ability to understand technology and design courses.
2. Culturally literate teachers who have a critical literacy and are transformative intellectuals in order to improve the field of education.
3. Training for teachers in technology and media so that they have the ability to reform technology and its oppressive aspects.
Fourthly, the curriculum and instruction should include the following:
1. Pay attention to whole dimension ability in order to avoid commercialization.
2. Construct a technological and humanities curriculum aimed at decreasing vacuity and uniformity.
3. Integrate critical abilities related to media literacy into social studies.
4. The curriculum and assessment for aesthetic which should paid attention to multiple and critical so as to make that full of creativity.
5. Design a perfect technological plan for the purpose of helping people adapt to the technological era.
Fifthly, future research could do the following:
1. Researchers could investigate topics concerning technology, as discussed for Marcuse, Benjamin, Fiske and Adorno .
2. Researchers could focus on creating a curriculum that addresses the technological literacy of citizens.
3. Researchers could establish a plan and goals for achieving citizens’ technological literacy.
4. Researchers could collect data and information by means of empirical research.

並列關鍵字

Herbert Marcuse ； Technology ； Technology Theory

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