研究目的

當今快速的科技進步與全球化發展，改變我們的生活及工作方式，使得人際關係與其事務愈趨多元、複雜且變動劇烈。身處當代多變的生活世界，我們須持守道德原則，提出適當合宜因應策略的能力，以增進生命的發揮及榮盛。先秦儒家哲學肯定人能行善，重視「成己成人」的價值，並強調妥善的道德修養與實踐工夫。本研究基於文化價值根源，以孔子、孟子與荀子三位重要思想家為主，根據經典分析可行的方式，同時探究指導及學習方法，期能回應當代生活世界，亦提供當前道德教育參考。

主要理論或概念架構

不適用。

研究設計／方法／對象

本研究運用概念分析及詮釋學方法，以《論語》、《孟子》、《荀子》為主要文獻，分析孔子、孟子、荀子思想中「權」的意涵，並闡釋三家思想中有關「權」的學習或教導原則。

研究發現或結論

本研究探討孔子、孟子、荀子所提「權」的概念，其意指人能深刻而透徹地覺知，且依據道德原則「仁、義、禮」，即「愛人」、「正當」、「合情理」，作為思考與判斷的根據。同時，尚指人能認識與評估實際情境的條件，同情共感他人的需求，並藉由審時度勢、衡量輕重、周全的思慮、審慎的拿捏、合理的闡釋與推論及靈活變通的思考，以求最適切之判斷或行動，而能正當合宜地實現道德價值，從容地回應多變複雜的生活世界。即使因特殊或緊急之狀況必須違背常行規範，亦為符應更適當或更高層之道德原則，且皆以「善」為目的。

本研究分析並討論《論語》、《孟子》、《荀子》等經典中道德修養的工夫，提出指導與學習「權」的要旨及原則，包括：一、學習道德的相關知識，對道德原則與價值建立清楚與正確的認識，掌握人我生命共榮的言行規範；二、學習有助用「權」，例如道德推理、想像力、開放性、批判性及合理性等思維與態度；三、學習自我省察與覺知，省覺天賦道德心與其顯發的道德意識或原則，察識處境中他人或群體的需求；四、向榜樣學習，藉由道德原則靈活變通的具體典範，督促自我反省、思考與仿效，產生深刻的潛移默化；五、透過實踐學習，避免單憑書本知識或套用規則公式，而在實際情況中斟酌權衡、操演學習以逐漸熟練。

理論或實務創見／貢獻／建議

本研究在建構及豐富當代道德教育理論或實務的主要貢獻與創見，簡述如下：

一、根據經典，探究且充實傳統文化價值及其當代意義，並提出能回應現今多變複雜生活世界，以及使自我與他人的生命共榮之所需能力或可行方法；同時，基於經典，闡釋、分析與呈現適合的指導或學習前揭能力或方法之要則，提供現今道德教育參考。

二、澄清將道德視為僅要求人們依循規範法則或服從操行條目之誤解，並破除儒家思想就是僵化保守的教條與束縛等刻板印象，進而彰顯儒家思想中，靈活應變、通情達理、因時制宜，以及鼓勵省思與創新的面向。

Purpose

The rapid technological advancements and globalization today have transformed our ways of living and working, making interpersonal relationships and human affairs increasingly diverse, complex, and dynamic. Thus, living in such a world, guided by moral principles, it is essential to cultivate the ability to provide suitable responses or strategies to foster progress and flourishing in human life. Pre-Qin Confucian philosophy affirms humanity’s capacity for moral action, emphasizing the value of “self-cultivation and benefiting others” as well as the proper approaches to the practice of morality. Therefore, grounded in these foundations of our cultural values, this study aims to analyze feasible and appropriate methods based on the philosophy of Confucius, Mencius, and Xunzi from classical literature. Furthermore, it explores pedagogical principles for teaching and learning these methods in the way that are responsive to the contemporary society, while ultimately providing a reference for current moral education.

Main Theories or Conceptual Frameworks

Not applicable.

Research Design/Methods/Participants

This study employs concept analysis and hermeneutic methods, using The Analects, Mencius, and Xunzi as primary literature, to analyze the concept of “discretion” in the philosophies of Confucius, Mencius, and Xunzi. Furthermore, it elucidates the learning and guiding principles of “discretion” based on these thoughts.

Research Findings or Conclusions

This study explores the concept of “discretion” as proposed by Confucius, Mencius, and Xunzi. Discretion refers to individuals’ ability to deeply understand and uphold the moral principle of “benevolence,” “righteousness” and “appropriateness,” as the foundation for moral judgment and action. Meanwhile, discretion also entails individuals’ capacity to recognize and analyze the specific circumstances, understand others’ needs, as well as assess the situations, weigh pros and cons, and then think carefully, comprehensively, and behavior rationally. Moreover, for the most appropriate decisions or actions, people must think flexibly and adaptively, which enable them to realize moral values appropriately and respond to dynamic and complex world. Even when special or urgent circumstances necessitate deviations from conventional norms, such deviations still should be based on more appropriate or higher moral principles, with “goodness” as the goal.

Furthermore, the study analyzes the ways of moral cultivation in classics such as The Analects, Mencius, and Xunzi, and proposes principles for teaching and learning “discretion.” These include:

1. Study relevant moral knowledge to establish a clear and correct understanding of moral principles and values, and master the norms of behaviors that contribute to flourishing of everyone’s life.

2. Develop relevant ways of thinking and attitudes, such as moral reasoning, imagination, open-mindedness, critical and rational thinking.

3. Learn self-reflection and cultivate moral awareness, including developing one’s innate benevolent mind and its manifestation of moral consciousness or principles, as well as discerning others’ needs in different situations.

4. Learning from exemplars, whose flexible application of moral principles in specific situations serves as a concrete model, encourages self-reflection, critical thinking, and emulation, leading to a subtle yet profound influence.

5. Through practical learning, avoid relying solely on book knowledge or applying rigid rules. Instead, one should carefully consider and weigh up all the factors in real situations, learn by practice, and gradually become more adept.

Theoretical or Practical Insights/Contributions/Recommendations

The contributions and innovations of this study to the development and enrichment of contemporary moral education theory or practice are summarized as follows:

1. Drawing from the insights from classical texts, the study explores and enriches the values of traditional culture and their contemporary significance, and proposes required abilities or feasible approaches which respond to today’s dynamic and complex world as well as enable the harmony and mutual flourishing of oneself and others. Meanwhile, it explains, analyzes, and provides appropriate principles for teaching or learning the aforementioned abilities or approaches, rooted in the classics. These serve as valuable references for contemporary moral education.

2. This study challenges the misconception that morality is merely about following rules or being confined to a rigid code of conduct; break the stereotype that Confucian thought is dogmatic and conservative. Moreover, it highlights the flexibility, empathy, adaptability, rationality, and encouragement of reflection and innovation within Confucian philosophy.