學校如何實施「情感教育」？試從羅蒂的道德進步理論談起

How Schools Implement ''Sentimental Education''? A Discussion Starting from Rorty's Theory of Moral Progress

本研究目的在探討羅蒂（R. Rorty）的道德進步理論，特別是其認可的泛文學題材，例如悲劇、傳記、新聞事件報導等之不幸遭遇事件的描述，作為國內各級學校實施「情感教育」之依據與教學方式。第一，說明社會與校園中持續發生的情殺與霸凌事件，這些事件常被社會大眾批評為學校情感教育不足的結果。第二，描述羅蒂的哲學立場，再申論羅蒂批評傳統哲學道德理論，例如柏拉圖的理性主義和康德的義務論。第三，論述羅蒂的道德進步理論，羅蒂強調殘忍是最不幸的事情，利用道德想像力進行情感教育的重要性。羅蒂主張運用大量泛文學的題材來激發學生的道德敏感度。第四，對於羅蒂的道德理論與情感教育，研究者認為須將其轉化為符合生活化的課程，採用體驗與參與式的教學活動，再對羅蒂的情感教育與道德理論進行評述。最後，根據研究結果提出未來研究之建議。

The purpose of this study is to examine R. Rorty's theory of moral progress, and its pan-literary themes, such as tragedies, biographies, and news reports of tragic events, as a basis for the implementation of ''sentimental education'' in schools at all levels. Firstly, it describes the persistence of love killings and bullying in society and in schools, which are often criticised by the public as insufficient emotional education in schools. Secondly, it describes Rorty's philosophical position, and then discusses Rorty's criticisms of Plato's rationalism and Kant's deontology. Thirdly, Rorty emphasises that cruelty is the most unfortunate of all, and the importance of using empathy and imagination for emotional education. Fourthly, regarding Rorty's moral theory and sentimental education, the researcher believes that it should be transformed into a living curriculum by adopting experiential and participatory teaching activities. Then, Rorty's emotional education and moral theories are reviewed. Finally, based on the results of the study, recommendations for future research are made.