亞里斯多德實踐智慧概念及其學校品格教育教學方法之研究

Abstract

本論文旨在處理亞里斯多德實踐智慧概念及其在學校品格教育上的教學方法。為將亞里斯多德德行倫理學的核心概念作為學校品格教育的理論基礎之一，有必要梳理重要內涵：目的、善、幸福、魂和德行概念，分析和詮釋亞里斯多德《尼各馬可倫理學》後獲致底下三項研究目的和相對應的結論。第一，指出實踐智慧的意義是一種理智德行，具有實踐上的知識、智慧和慎思功能等別稱；本質是一種獲致實踐真理的、蘊含理性的、向善行動的能力狀態。第二，敘明實踐智慧的教學原理，闡釋教師培養學生實踐智慧的教學歷程；教師宜注重學生的天性、陶冶他們的情緒、教導正確的理性，在花費時間和累積經驗之中養成好的習慣。第三，建議教師採用以融入實踐智慧教學原理的納爾遜式蘇格拉底對話法，嘗試在回歸運動中促進學生的實踐智慧；尤其帶領學生通過問題、案例、判斷、規則和原則（以砂漏模型為比喻的元素），相對應的階段也就是介紹主題、選擇案例、分析案例、抽象回歸和後設對話。

This thesis deals with the implications of the instructional methods of phronesis for school character education. To research Aristotle’s phronesis concept, the framework of Aristotle’s virtue ethics—including the end, good, happiness, soul, and virtue in human beings—must first be ascertained to serve as a foundational theory for contemporary character education. An analysis and interpretation of Aristotle’s Nicomachean Ethics yielded three goals and corresponding results.First, phronesis (practical wisdom) is an intellectual virtue encompassing appellations such as practical knowledge, wisdom, and the function of deliberation. In addition, it is generally regarded as a skill that enables people to arrive at the truth through reason, and it is oriented toward positive action. Second, a teacher can help their students acquire phronesis via paying attention to natural components of the instructional principle: cultivation in emotions, instruction in reason, and habituation under time and experience. Third, both Nelsonian Socratic Dialogue, often represented by the so-called sandglass model, and the phronesis instructional method for school character education can be employed. Specifically, the teacher guides their students in discussing the elements of a problem, examples, judgments, rules, and principles corresponding to the stages of the sandglass model. The teacher then selects a case for analysis, regressive abstraction, and meta-dialogue; they should attempt to foster phronesis in their students through both forward and backward motions in regressive movement.