《尼各馬可倫理學》對馬來西亞中學的道德教育蘊義

本文研究《尼各馬可倫理學》對於馬來西亞中學在德育方面的蘊義。研究目的有六個。針對此研究目的，得出的研究結果有以下六點。一、亞理士多德的思想遵循有機的成長理則，呈現出非常多元和複雜的面貌。但其思想非常有系統，學科之間互相關聯，可以五種連接媒介來統一。他的研究非常科學和開放，會不斷更新和改進，因此有時會出現前後不一或矛盾的情況。二、亞氏的德育模式主要分成目的論、中庸之道和實踐智慧三個部分。亞氏認爲萬事萬物都以善為目的，但他强調終極目的，也就是最高善。他認爲人的最高善是追求幸福。他認爲善是一種恰恰好的狀態，也就是中庸之道。他强調實踐智慧，也就是通過反復的練習與實踐，來養成良好的習慣。三、亞氏認爲友愛是一種德性或包含一種德性。他把友愛分成品德型友愛、快樂型友愛和利益型友愛三種。當中他特別重視品德型友愛。四、在馬來西亞三大主流中學中，國立中學的德育相當有系統，但過於僵化，應該加入更多人性化的部分。華文獨中的德育有渾厚的中華文化為背景，但容易刻板與脫節，應該適度調整，順應時代。國際學校的德育走向多元與融合，但是容易失焦，應該通過實務操作來强化。五、參考亞氏提到的三種政體與變體來建構學校人際關係管理模式。教師以君主制管理班級。學校以貴族式管理教師和員工。同儕之間實施資產制或民主制。學校與家長之間實施貴族制。六、在班級管理上，教師可通過三點來培養學生的品德修養。第一、教師以身作則，通過身教來影響學生。第二、教師通過真實情境的發生來引導學生。第三、教師創造情境，來讓學生學習。在德育課程的設計上，可通過核心價值的植入、活動、教師引導與制定制度來培養學生自愛的内涵。在缐上教學的實施上，以品德型友愛為主軸，再適時地輔以快樂型友愛和利益型友愛來提升學習趣味。

關鍵字

尼各馬可倫理學；亞理士多德；馬來西亞中學；道德教育

並列摘要

This paper studies the implication of Nicomachean Ethics for the moral education of Malaysia secondary schools. There are six research objectives. According to these research objectives, the following outcomes are produced. 1. Aristotle's thought follows the principle of organic growth, showing a very diverse and complex appearance. But his thought is very systematic, and the disciplines are interrelated and can be unified by five binding agents. His research is very scientific and open, constantly updated and improved, so there are some inconsistencies or contradictions. 2. Aristotle's moral education model is mainly divided into three parts: teleology, moderation and practical wisdom. Aristotle believed that all things have good as their purpose, but he emphasized the ultimate purpose, which is the supreme good. He believes that the supreme good of man is the pursuit of happiness. He believes that virtue is a state of being just right, that is, the golden mean. He emphasizes practical wisdom, which is to develop good habits through repeated practice. 3. Aristotle believes that friendship is a virtue or contains a virtue. He divided friendship into three types: morality, happiness and interests. Among them, he pays special attention to the moral friendship. 4. Among the three mainstream secondary schools in Malaysia, the moral education of national secondary schools is quite systematic, but it is too rigid, and more humane parts should be added. The moral education of independent Chinese secondary schools has a strong Chinese culture as the background, but it is easy to be rigid and out of touch. It should be adjusted appropriately to adapt to the times. The moral education of international secondary schools is moving towards diversity and integration, but it is easy to lose focus and should be strengthened through practical operations. Fifth, refer to the three regimes and variants mentioned by Aristotle to construct the school interpersonal relationship management model. Teachers run their classes in a monarchy. The school manages teachers and staff in an aristocratic fashion. Equity or democracy can be applied among peers. Aristocracy is enforced between schools and parents. Sixth, in class management, teachers can cultivate students' virtues through three points. First, teachers set a role model to the students. Second, teachers guide students through the real occurrence in the school. Third, teachers create situations or opportunities for students to learn. In the design of moral education courses, the connotation of students' self-love can be cultivated through the implantation of core values, activities, teacher guidance and formulation of systems. In the implementation of online teaching, morality-based friendship is the main stream, supplemented by happiness-based friendship and benefit-based friendship to enhance learning interest.