環境教育中幾個值得探究的思想與哲學問題

Main Philosophical Thinkings on the Issues of Environmental Education

本文從宗教的、文化思想的、與一般哲學的不同觀點，探討人類對宇宙自然的認知與態度，以及人類與宇宙自然之關係，更比較各種不同思想或哲學觀點之間的特點或優缺。由於長期以來，這些不同的觀點，一直直接、間接的，有形、無形的，影響與決定著人類對宇宙自然的認知；影響與決定著人對人與宇宙自然之關係的態度；影響著人本身對生命意義的價值取向；最後影響著人本身的行為取向與行為方式。故，延續筆者先前所發表的「環境教育與純樸價值觀之塑造」一文之後，進一步探索，「形塑純樸價值觀」本身的思想與哲學的理論依據問題。本文強調環境教育在有形的內涵與做法之上，有強化與建立深刻的思想與哲學理念之必要。唯有如此，才有可能使環境教育，從最上層，也是最根本的思想哲學依據培養起，而真正達到做法與行為，在思想上、哲理上、或心靈上「有所本」的內化，與長遠「根深蒂固」的深化效果。因為環境教育不只要讓大家知道要做什麼、怎麼做，還要知道，為什麼要那樣做，更需要知道，為什麼那樣做的意義與價值，最後也須分辨，那樣做與那樣想的最後與最高的道理與依據是什麼。

From different viewpoints of religion, culture and thought, and general philosophy, this article explores humankind's cognition of and attitude toward the universal nature and the relationship between humankind and universal nature. Furthermore, it compares the advantages and disadvantages of various viewpoints of thoughts or philosophy on these issues. Because these different viewpoints for a long time have directly, indirectly, explicitly and implicitly influenced and determined humankind's cognition of universal nature; humankind's attitudes towards the relationship between humankind and universal nature; the value orientation of humankind to meaning of life and finally the behavior orientation and behavior of humankind; so, following the article “Environmental Education and Formation of Simplicity Values”, the author made further efforts to explore the theoretical basis for the thought and philosophy of “shaping simplicity values” itself. This article emphasizes that it is necessary to strengthen and establish deep thinking and philosophical ideas on the basis of tangible connotation and practice in environmental education. Only in this way, we can initiate environmental education through the cultivation of the understanding of its ideological and philosophical basis, really achieving the “evidential” internalization of practice and behavior ideologically, philosophically, and spiritually and the long-term deep effect “taking strong root”. It is because environmental education not only aims at leading us to know what to do and how to do, but also why we do it like that, as well as its meaning and values. Finally, we must also ascertain the final and ultimate truth and basis for doing and thinking it in that way.