知覺優先論：教學歷程中的「覺得」和「懂得」

Primacy of Perception:

本文的目的在運用作者個人生命史中的事件和梅洛龐蒂（M. Merleau-Ponty）的知覺現象學，來詮釋尼爾（A. S. Neill）「使思維聽從感覺」的主張，並闡釋其在教學上的意義。藉著生活例證，本文說明「反思依賴著一個未經反思的經驗」、「對於世界的有效思維，須以充足的知覺為前提」。由這個知覺優先論的立場，我們可以了解尼爾何以主張學生必須具備「使思維聽從感覺的能力」。尼爾主張思維聽從感覺的內在理由，乃在發現「有感」理解才是能產生行動召喚力的真誠之知。這種真誠之知需要有感教學來培育。有感教學強調從「覺得」走向「懂得」，而非由「懂得」來規定「覺得」。這是以學習者為主體、注重身體知覺和行動實踐的教育哥白尼式革命。

The purpose of this article is to utilize events of the author’s past personal experiences and M. Merleau-Ponty’s phenomenology of perception to interpret A. S. Neill’s claim that students should have the power “to subordinate their thinking to their feeling.” The implication of this kind of claim will also be discussed for teaching in the research. Using personal experience， this article illustrates that “reflection bears upon an unreflective experience” and that “sufficient perception is the precondition of valid thinking concerning the world around.” This is the position used to argue for the primacy of perception， and the point of Neill’s claim that students should have the power to subordinate their thinking to their feeling could also be clarified from this perspective.The intrinsic reason of Neill’s advocating for subordinating thinking to feeling is that he found a profound and authentic knowing would call for an action afterwards. However， the knowing needs to be nourished by a real teaching. Instead of regulating “feeling” by “knowing，” the teaching should emphasize “feeling so” before “knowing so.” This kind of teaching would also lead for a Copernican revolution in education which will take care of learners’ subjectivity， perceptions， and practices accordingly.