道德典範人物的多元取徑探究及其品德教育示例

Using Multiple-Approach Inquiries on Moral Exemplars and its Application Case in Moral and Character Education

道德典範人物的課程與教學早已運用於教育實踐場域，但相關論述常流於表淺，或是侷限單一取徑。教育者也往往誤以為揭櫫典範人物本身，就理所當然地會對學習者發揮正面效果，而忽略負面影響的產生。如同封閉社會因受政治與諸多因素的交織作用，常導致典範學習成為灌輸或神化的工具，即便開放社會亦因網路科技與「後真相」現象，亦多有粉絲盲目追逐或瘋狂偶像崇拜。因此，本文著重對於道德典範人物的多元與深度探究，歸納為五個取徑：分別是A. Bandura 的社會認知（學習）理論取徑，L. Walker 等學者的人格/品格取徑，L. Zagzebski 的欽佩情感取徑，M. Croce 將典範者動態歷程予以鬆綁的取徑，以及H. Arendt 方式的思考判斷取徑。其次，本文以西元2000 年諾貝爾和平獎得主前韓國總統金大中為示例，探究多元取徑探究，如何運用於教育實踐的可行性，並提供品德教育可掌握的關鍵概念與層面的啟示。

The curriculum and instruction of moral exemplars have been used in educational practices for a long time; however, the discussion is often superficial or limited to a single approach. Educators also often mistakenly believe that presenting role models themselves will have a positive impact on learners, while ignoring the potential negative effects. These can include, for example, model learning becoming a means of indoctrination or deification in a closed society influenced by politics or other complicated factors. Even in an open society, because of the internet technology and the “post-truth” era, there are still many fans blindly chasing and crazily seeking to imitate idols. Therefore, this paper focuses on the multiple and in-depth inquiries of moral exemplars, and summarizes them into five approaches; that is, A. Bandura's social cognitive (learning) theory approach, L. Walker and other scholars' personality/character approach, L. Zagzebski's admiration and emotional approach, M. Croce’s unbinding the dynamic process of the emotional approach, as well as the thinking and judgment approach of H. Arendt's theory. Secondly, the author uses Kim Dae-Jung, former Korean President and the Nobel Peace Prize winner in 2000, as an example to explore the feasibility of the aforementioned approaches. It reveals how to comprehensively apply the multiple-approach inquiries to educational practices, so as to provide implications on key concepts and important aspects for character and moral education.