皮德思(R. S. Peters)教育思想中的教師圖像

Abstract

本研究旨在探討英國當代教育哲學家皮德思(R. S. Peters)教育思想中的教師圖像，透過概念分析與詮釋學的研究方法，先瞭解其生平和思想背景，析論其對於教育哲學之影響，再闡釋其教育思想。從皮德思對於師生關係、知識傳遞、道德涵育和民主態度的觀點中詮釋其教育思想中的教師圖像。 皮德思認為師生關係是教育之基礎，教師除了必須尊重學生為「人」之外，還要展現教師作為「人」的一面，最後期望教師能夠用「友愛」的情感與學生結合在一起，共同追求有價值之事物。在知識傳遞的部分，教師除了教導學生成為理性之人，更重要的是傳遞有價值的事物，帶領學生追求知識中的神聖領域，教師從初期引導的角色逐漸轉變為同道中的「道友」。而在道德教育的部分，皮德思認為教師應啟發孩童的感受性以理解道德原則；帶領他們運用理性共同討論日常生活中的道德議題；並以習慣的培養作為道德實踐的基礎。最後，欲培養學生成為民主社會的公民，則必須培養學生對於權威有合理的態度，因此教師權威的運用就成為學生發展民主態度的重要關鍵所在。 據此，本研究獲致結論如下： 一、皮德思以「概念分析」為方法分析教育問題，強調教育哲學於師 資培育中的地位，扶植教育哲學逐漸成為獨立之學門。 二、皮德思以「博雅教育」為其教育思想理想，其道德理論則重視程 序性原則和理性之運用，並於後期作品提出具民主價值之教育目 的，補充博雅教育僅重視內在目的之不足。 三、皮德思教育思想中的教師圖像如下： (一)愛與信任的榜樣。 (二)神聖領域的共同開拓者。 (三)理情兼備的自律領航者。 (四)不帶威權氣息的權威。

This study aims at probing into R. S. Peters’ perspective on the images of teacher. Using conceptual analysis and hermeneutics, this study illustrates Peters’ life experiences, academic background, and his influence on philosophy of education, and investigates teacher’s images in his educational thought. Peters argues that the relationship between the teacher and students is the basic of education. In addition to respecting students as “people”, the teacher should show his or her humanity, and then unite students to pursue the worthwhile things together on the basis of fraternity. In the respect of imparting knowledge, Peters claims that teaching the worthwhile things is important, besides making students rational people. The teacher firstly is a guide and then becomes a friend who pursues the same knowledge later on the holy ground. In the aspect of moral education, Peters considers that the teacher should arouse students’ sensitivity to realize the fundamental principles of morality, lead the students to discuss the moral issues in daily life with reason, and develop students’ habits as the foundation of moral practice. Finally, for developing students as citizens in democratic society, students should have the reasonable attitude toward the authority, so how the teacher uses his or her authority is crucial to the development of students’ democratic attitude. Accordingly, conclusions are as follows: 1. Peters applies “conceptual analysis” to problem of education, emphasizes the status of philosophy of education in educations of teacher, and makes philosophy of education gradually become an independent discipline. 2. “Liberal education” is the idea education of Peters’ theory. Peters’ moral theory stresses on the procedural principles and the use of reason. He adds the aims of education with democratic value to supply the insufficiency of liberal education. 3. Teacher’s images in Peters’ educational thought are as follow: (1) The model of love and trust. (2) The mutual pioneer on holy ground. (3) The autonomy navigator with reason and affections. (4) The authority without authoritarian.