以問題解決的情境認知減緩哲學抽象性導致的學習困難

Reducing Difficulties of Learning due to Abstraction in Philosophy with Situated Cognition of Problem-Solving

學生在上通識哲學課的時候經常感到教學內容抽象難懂，本文以情境認知處理問題解決的理論，來理解哲學觀念的抽象性，並減緩哲學抽象性所產生的教學困難。基於哲學史家文德爾班對哲學特性的討論，本文主張哲學論述是在進行心靈活動一般對象之問題解決。基於凱爾徐所討論問題解決的情境認知理論，本文主張哲學觀念所涉及的討論，包括從心靈活動一般對象之問題陳述、解答、學習，到現實解決的四層情境，最後把這四層情境設計於學習單，藉助學習者與學習情境的互動，來減緩學習困難。

Abstraction in philosophy usually results in difficulties of learning. The present paper considers those difficulties in terms of abstraction involved in problem-solving activities. Based on Windelband's (2001) discussion on the nature of philosophy, the present paper asserts that philosophy provides general accounts of problem-solving activities. Kirsh (2009) discusses problem solving from the perspective of situated cognition. According to this perspective, the present paper proposes that philosophical inquiry involves four levels of situation: raising a question, answering a question, learning philosophical notions, and realizing those notions in social circumstances. The present paper, at last, realizes a theory of situated cognition in study exercises.