西方教育目的相關文獻之論評對華人世界的啟示：英美分析傳統、興旺（flourishing）與德國Bildung之相逢

Implications of a Literature Review on Western Educational Aims in the Context of the Chinese World: The Encounter of Anglo-American Analytic Tradition, Flourishing and the German Bildung

研究目的

教育目的本應主導教育政策方向，但晚近社會變遷快速、科技提升、知識經濟當道，也完全主導了各國教育的發展。許多人認為教育目的或理想的討論，曲高和寡，不合時宜。英美世界分析的教育哲學更曾經批評傳統教育哲學對於教育目的之討論過於空泛。本論評希望能檢視西方世界（英語及德語世界）對教育目的之討論，不僅為臺灣教育目的之研究提供反思，也期待能強化論評文體的書寫，鼓勵同道能更精研西方學理、議題，時時回饋臺灣學術界。

主要理論或概念架構

本評論先從1960年代英美分析傳統出發，評論其得失。從其概念分析的優點進一步精進傳統教育目的文獻。重新賦予傳統教育哲學新意，強化教育目的的知識論證，並凸顯教育目的之程序原則。分析傳統當年已對「快樂」（happiness）進行分析，到近年多位分析學者從「幸福」（well-being）、「興旺」（flourishing）的討論，成為新的重點，也吸引女性主義或心理學者探究，正方興未艾。此外，分析傳統當年忽略歐陸教育思想的精華。2000年後有了改變，如德國的Bildung（陶冶、教化、修養）重新在英語系世界受到重視，也吸引西方世界各國學者共同加以探究。前述探究成果，筆者均一一加以評論。

研究設計／方法／對象

本文運用文獻探討的方法加以評述。檢視英美分析的教育哲學前後代表性的教育目的文集、重要學者著作、西方教育哲學手冊等對教育目的之討論，加以歸納評論。論文計分五節。第一節緒論，第二節論述英美分析傳統論及教育目的之得失。第三節探討傳統教育哲學文獻的新意。第四節則是後分析哲學時代對教育的反思。第五節是結論。

研究發現或結論

筆者企圖說明分析的教育哲學不僅強化了爾後教育目的之討論，也更連結了達成目的之手段，並能重新凸顯傳統教育哲學論述的重點。分析學者原先批評的對象，無論是歐陸哲學教育目的用語之曖昧性，或是教育語言的情緒、歧義、非認知表意，從後現代的觀點看來，都能為教育帶來多元的想像。各種教育隱喻，能帶來新的驚奇，應該用多元的方法，重新加以正視。分析傳統本已重視程序原則，晚近政治哲學對於教育資源重新分配的政治考量，目的—手段之間已發展出更細緻的論述。後分析時代，西方國家之間與非西方國家也有著更多元的融合，都對教育目的帶來新的衝擊。在地球村之下，均應發揮維繫、豐富、重構各區域的教育文化新意。教育目的的多元討論，也應該更具體回應個人所處生活世界面臨的生態、環保、族群、宗教等的實際衝突。

理論或實務創見／貢獻／建議

本文檢視西方世界教育哲學半世紀以來探討教育目的的重要文獻，加以深度評論。研究發現直接有助於臺灣教育方向的反思，也將有助於學者進一步加以細部研究。本研究也能開拓評論文體，能鼓勵學者隨時論評西方重大教育學術成果，強化臺灣教育的研究視野。

Purpose

The purpose of this review is to examine the discussion on the aims of education in the Western world (specifically in English- and German-speaking contexts), not only to provide reflection on the study of education purposes in Taiwan, but also to strengthen the academic writing of the review style, encourage colleagues to study Western theories and issues more closely, and contribute to the development of the Taiwan academic community.

Main Theories or Conceptual Frameworks

This review begins with the examination of the Anglo-American analytical tradition of the 1960s and evaluates its strengths and limitations. Drawing on the advantages of conceptual analysis, the study revisits classical literature on the traditional aims of education. The author also explores the evoluation of themes within the analytic tradition from happiness in the past to wellbeing and flourishing and the German concept of Bildung within the English-speaking world in recent years.

Research Design/Methods/Participants

The review adopts the method of literature investigation and is organized into five sections. This review summarizes the discussion of educational purpose in the representative collections, the works of important scholars, and the handbooks of western educational philosophy before and after Anglo-American analytic tradition. The first section provides an introduction. The second section analyzes the advantages and deficits of Anglo-American analytic tradition. The third section discusses the new meanings of literature of traditional philosophy of education. The fourth section presents the reflection on educational aims in the post-analytic philosophy era. The fifth section is the conclusion.

Research Findings or Conclusions

The original criticisms from analytic tradition, whether targeting the vagueness of language in European philosophy or the emotional, ambiguous and non-cognitive expression of educational language, can bring multiple imagination to education from a postmodern point of view. In the post-analysis era, both Western countries and non Western countries have experienced more diverse forms of philosophical integration, which brings new impacts on the discussions of education ideals.

Theoretical or Practical Insights/Contributions/Recommendations

This review directly contributes to the reflection on the direction of education in Taiwan, and serves as a foundation for further studies. It also aims to promote a writing style of research review, encourage scholars to comment on major Western educational achievements, and strengthen the research horizons of Taiwan education.