論道德教育的合理性基礎--黑爾與哈伯瑪斯道德教育觀之比較及其反省

On Reasonable Basis of Moral Education -- A Reflective Comparison between Hare's and Habermas' View on Moral Education

台灣目前的道德教育改革雖已朝民主化積極推動，但一方面，以往道德教育中的政治意識型態猶未能完全解除；另一方面，舊社會的道德秩序正面臨現代科技生活的衝擊而呈現混亂失序現象。值此之際，反省德育的合理性基礎，重建社會的價值共識，實為當務之急。本文企圖由黑爾與哈伯瑪斯的道德教育觀之比較來尋繹合理的重建基礎。經由探究後，筆者認為，道德教育的合理性基礎應為個體批判性思考能力之提升與愛的情感之培養。在價值觀念多元紛歧、轉變急遽的現代社會生活中，只有將批判性思考的理念落實於道德教育的課程設計、教學活動中；並藉由各種文化藝術、關懷社會活動的積極參與，培養和諧與愛的情操，才能為重建現代道德秩序奠立一個良好的基礎。

Democracy has been one of the goals of moral educational reform in Taiwan for many years. Unfortunately， owing to the problems of political ideology， technological transforms， and chaotic social values， the goal has not yet been achieved. A reflection on the reasonable basis of moral education is urgently needed in order to set moral educational reform back on track. This paper investigates the reasonable basis of moral education by reflectively comparing Hare's and Habermas' views on moral education. Consequently， the author suggests that reasonable basis of moral education is to improve the ability of critical thinking and to cultivate the virtue of love. It is a world of diverse values and rapid transformations. So it is crucial that critical thinking is passionately practiced in the curriculum design and in the process of teaching. Furthermore， diverse cultural and social activities should be provided for the students and the public in order to bring forth the spirit of love.