J. Dewey的道德慎思及其對品德教育的啟示

J. Dewey’s Moral Deliberation and Its Implications on Character and Moral Education

Dewey的道德慎思乃是一種在特定道德情境中進行道德判斷與選擇的反思類型，其已應用於許多領域，適合用於指導如何在不相容的、衝突的多元價值中進行思考。本研究旨在探析道德慎思在Dewey道德理論中的地位與內涵，再衍釋其對當前品德教育的啟示。本研究藉分析Dewey道德理論與相關文獻探討道德慎思的特色與其教育意涵，並衍釋道德慎思與品德教育之關係。本研究最末為品德教育之實施與發展提出以下建議：品德教育本質需要以能促進和鼓勵學生自發且有目的之行動為主；再引導學生在複雜的道德情境中具備洞察問題的能力；充實理智思考道德問題，及細緻地同理人類情感與感受之能力，擴大道德想像的範圍，增加行動的可能性；最後，確保整個道德慎思的過程沒有外部控制的力量介入，讓學生獲得慎思的自由，如此方能體現民主社會對公民資質的期許。

The purpose of this study is to explore the status and connotation of moral deliberation in Dewey’s moral theory and to further explain its significance and function in current character and moral education. This study analyzes Dewey’s moral theory and related literature to explore the characteristics of moral deliberation and its educational implications, and to explain the relationship between moral deliberation and character and moral education. Through exploring moral deliberation, this study puts forward the following suggestions for the implementation and development of character and moral education: The essence of character and moral education is to promote and encourage students’ spontaneous and purposeful actions. Secondly, it guides students’ ability to perceive problems in complex moral situations. Moral education enriches the abilities of rational thinking on moral issues and empathizing with human affections and sensations, expands the field of moral imagination and increases the possibility of action. Finally, this type of education ensures that the whole process of moral deliberation is free from external control, so that students gain the freedom of deliberation, so as to reflect the expectations of democratic society for citizenship.