從「無知之哀」到「無知之樂」—《莊子》哲學與生命教育的一個連結

From“Wúzhī zhī āi” to “Wúzhī zhī lè”: The Connection betwen Zhuangzi’s Philosophy and Life Education

《莊子》思想極具「限度意識」，自覺於人的生命有其限制，進而產生對應的自處之道。「限度」有多面向，首先是人類知識能力—包含其載體（語言）—的限度；其次是行為能力的限度，尤其特指倫理上「當為」與「不當為」之事。這些限度，與人類的生理、心智（包含理性）以及社群處境相關，一方面人透過這些條件而得以認知與行動，但另一方面人也由於這些條件而在知識、能力上有其局限。《莊子》是否有效地處理了限度問題？個體生命進途中所遇到的極限問題，當如何超越？《莊子》的方案，對於生命教育可以有怎樣的意義？本論文站在生命教育的角度，對於尋常人的哀與樂進行莊學式的反思：聚焦在「無知」這個主題，考察《莊子》是如何面對人在知識上的限度，並且轉化此限度而達到悅樂的理想狀態。

Zhuangzi emphasizes the “consciousness of limits” in its thoughts, recognizing the constraints of human life and proposing a way to live within these boundaries. The concept of “limits” encompasses several aspects. Firstly, it refers to the limitations of human knowledge and the tools we use to express it, such as language. Secondly, it encompasses the constraints of behavioral capacity, particularly what is deemed ethical or unethical. These limitations are linked to human physiology, the mind (including rationality), and social circumstances. While individuals can acknowledge and navigate these constraints, they are also inherently restricted in knowledge and ability due to these conditions.

Does Zhuangzi effectively address the issue of limits? How can one overcome the challenges presented by the limits encountered in the course of individual life? What relevance does Zhuangzi’s approach have for life education? This paper delves into the theme of “ Wúzhī” (無知) and examines how Zhuangzi confronts the boundaries of human knowledge, transforming this limitation to attain the ideal state of happiness.