學會利他：由兒童利他發展談道德教育之應用

Learn to Be Altruistic: The Development of Children's Altruism and Its Application in Moral Education

教育應讓受教者的心中浮現他者（others），讓受教者成為愛的存有（loving being），願意發揮自身的功能，成全他者的福利。利他者不見得不同凡響，但學會利他的德行，就能做出良善明智的選擇，進而發揮人性極致的功能；當人性功能發揮至終極的境界，便可實現生命的豐盈，活得好、做得好，也就是Aristotle所謂的「至善」（eudaimonia）。準此，本文旨在分析利他的內涵，探討如何透過教育促成兒童的利他表現。根據研究目的，本文首先說明利他的意涵，並比較利他與利社會的不同。其次，就對情境的感受、生物演化、社會影響等角度了解促發兒童利他行動的可能因素。再者，探討兒童利他認知的發展，並列舉可能會妨礙利他產生的因素：自我中心、缺乏信心、旁觀者效應。最後，提出幫助兒童習得利他表現的教學建議，包括：一、強調他人與自我的關聯；二、替學生製造利他的機會；三、以規範促成利他的認知；四、判斷需要助人的情境；五、在學習與評量中習慣利他。

Education should make students think of others and become loving being. Education should make students function oneself well and willing to accomplish others' welfare. Altruist is not necessary extraordinary. However, learning altruistic virtue may enable oneself make wise choice and exert human function to the acme. When human function is at the acme, one might achieve “life flourishing”– that is what Aristotle called “eudaimonia.” Therefore, this article is to analyze the content of altruism and explore how to facilitate children's altruistic performance by means of education. According to the purpose, the author explains the meaning of altruism and compared altruism with prosocial behavior. The factors which facilitate altruistic behavior are discussed in the view of feelings toward the situation, biological evolution and social influence. Instructional suggestions are proposed as follows: 1) put emphasis on the connection between others and the self; 2) create altruistic chance for students; 3) facilitate students' altruistic cognition through norms; 4) learn to determine whether the other needs help or not; 5) be accustomed to altruism through learning and assessment.