正向教育與反面意識──王陽明教育哲學探微

Positive Education and Negative Consciousness: An Exploration for Wang Yangming’s Philosophy of Education

傳統的儒家哲學如何能為教育議題提供現代的貢獻？本文嘗試通過比較與跨領域視野，促成正向教育與王陽明哲學之間的對話。主要論證有二：其一、東西傳統同樣重視道德教育，並對知識與理性之於道德的關係有著深刻的思考。對照於認知道德發展理論，陽明更為強調道德與知識之間存在一種既分且合的辯證關係。其二、正向教育與王陽明哲學，不約而同肯定快樂在學習過程中的關鍵角色。陽明甚至正視困苦與過犯，闡明其對於美滿人生的意義。期望透過東西對話，能夠突顯傳統中國哲學的當代價值。王陽明提供了一套具有統攝性的教育理論，為人們邁向自我實現的目標提供了重要參考。

How can Confucian studies contribute to contemporary issues in education? seeks to facilitate a comparative and interdisciplinary dialogue between positive education and Wang Yangming’s philosophy. The paper is organized around two key ideas: 1) Both Eastern and Western cultures have placed significant emphasis on moral education and have developed comprehensive understandings of the relationship between morality and knowledge/reasoning. However, in contrast to Kohlberg’s cognitive developmental theory, which exerts substantial influence on the development of education theories, Wang underscores a more nuanced, dialectical relationship between morality and knowledge. This involves a consideration of the intricate processes through which they are manifested. 2) At their core, positive education and Wang’s philosophy share the common goal of promoting hapiness as a crucial element in human learning. However, Wang moves beyond the confines set by the positivity of happiness in human learning by incorporating suffering and wrongdoing as integral aspects in the attainment of human perfection. By engaging in a cross-cultural dialogue between positive education and Wang Yangming’s philosophy, this paper aims to contribute to the continuous dialogue that highlights the contemporary relevance of traditional Chinese Philosophy. Wang’s inclusive educational theory offers a fitting and timeless reference for guiding individuals toward self-fulfillment even in the 21st century.