論「知性、理性、感性、覺性」均衡發展的通識教育

Study of General Education of Balanced Development of ''Intelligence, Rationality, Sensibility and Sense''

過去三十多年來的通識教育，有注重人文素養，強調喚醒人的主體性的「全人教育」，以及主張因應現代社會，應強化跨領域實用能力的兩大主流。而當前教育部推動的「高教深耕計畫」偏重後者，希望學生在未來職場上具備創新應變及解決問題的能力，能被社會需要。但是以「被社會需要」為目的之教育思想有其盲點與局限，在學生完整的知性學習上，學校可以由以下各方面來強化補足：一、串連個別的問題以組成系統。二、深探表象下層層相依的結構性問題。三、肯定非實用性知識的未來應用與預見問題的功能。四、開展完整的知性心靈能力。一個人具有「知性」、「理性」、「感性」及「覺性」等心靈能力，所對應的「真」、「善」、「美」、「聖」四種價值，正是「全人教育」的理想。所以這四種心靈能力，應均衡發展，不可偏廢，才能完善一個人的人格，彰顯「人之所以為人」的價值。

At present, ''Higher Education SPROUT Project'' implemented by Ministry of Education cultivates the students' innovation and problem-solving competency in future workplace and thus the students are needed by the society. However, the educational thought ''to be needed by the society'' shows the blind spot and limitation. Schools can strengthen and supplement the following aspects: (1)Connect individual problems to form a system.(2)Deeply explore the interdependent structural problems under the appearance.(3) Affirm the function of future applications and foreseeing problems of non-practical knowledge.(4)Develop a complete intellectual spiritual ability. The four values ''Truth'', ''Goodness'', ''Beauty'' and ''Holiness'' corresponding to individuals' spiritual competency ''intelligence'', ''rationality'', ''sensibility'' and ''sense'' are the objectives of ''holistic education''. Thus, the four kinds of spiritual competency should be developed evenly in order to complete individuals' personalities and highlight the value ''to be humans''.