海德格爾論藝術、語言與教育   全文下載

Heidegger on Art, Language, and Education

建立在理性主體、以表象方式進行認知的現代文化，雖令世界祛魅而變得可加操控，卻也使人悵然迷惘，因現代技術採取的是一種強索之揭示方法，並於一連串設定中把所有事物當成資源，當人竟變成合乎市場價值的資源時，人性之斲喪遂表露無遺。透過存在的思索，海德格爾試圖打破現代人所處之僵局，他從藝術作品尋獲另一種有別技術、但同根萌生的產出過程，強調藝術不單為事物之再現或表象，而是存在者於遮蔽自身的存在中開顯；存在之奧秘誠非人能完全掌握，不過人亦絕非無能為力，存在與人乃相需互發，語言即是人與存在互相協調所產生，其既屬存在之顯現，更為人揭露自身和所在世界的集成；作為如是語言，現代教育則說著技術性話語，整個課程便奠基在主體與客體的對立、概念與事物的符合關係上，破除教學中之語言蔽障以重現人性光彩，不啻海德格爾致力教育之衷曲。

By grounding itself in rational subjectivity and the assumption that nature and life can be totally controlled, modern technology has taken a dehumanizing approach which turns everything, including human beings, into a “resource” with a “market value.” Faced with this crisis, this study resorts to the later Heidegger’s thinking in order to seek a possible solution, and focuses on three topics that are interlinked by Being: art, language, and education. Brooding over the question of Being, Heidegger found in artistic works a kind of creation that is different from that of technology yet shares with it a common root; he emphasized that art is not the re-production or re-presentation of things but the disclosure of a selfconcealing Being. Further, the mystery of Being is not controllable by humans beings, nor are humans totally incapable of understanding it; rather, Being and humans appropriate and discover each other. Language as an attunement between the two is the disclosure of Being as well as a gathering that reveals human being in its world. As a form of language gone awry, modern education speaks in a technological tone; all of our curricula are based on subject/object or concept/thing dichotomies. Thus, Heidegger suggested that in the domain of education we need to deconstruct formalized language in order to revive our human essence. The present study attempts to clarify and illuminate this idea.