保羅．呂格爾(Paul Ricoeur)文本詮釋學的教育意涵
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Date
1997-11-??
Authors
楊洲松
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
本文以歷史詮釋的方法，探討當代法國詮釋學者保羅．呂格爾的文本詮釋學及其教育意涵。呂格爾的文本詮釋學理論係繼承了方法詮釋學與存有論詮釋學，主張運用方法的迂迴，藉由對於「文本」與詮釋者間存在「間距」的「融攝」，以達到真理與自我存有的理解與展現。從呂格爾的理論出發，教育係為一有意義的活動，而可視為是一個待解的文本。教育者與被教育者各帶著不同的存有結構進入相同時空的教育場中，在其中雙方不同的存有結構與脈絡間產生了「間距」，使得教育成為可能；而透過對文本的互動與遊戲，師生彼此都「融攝」了新的未知事物進入個人的存有之中，由此對自我存有產生了更多更深的理解，而不斷開展出自身存有的可能性。
Through the approach of historical hermeneutics, this study aims at analyzing the textual hermeneutics of Paul Ricoeur and its entailments of education. Ricoeur argues that by the dialectics between“distinciation” and“appropriation” man understands truth and the structure of being himself. In terms of Ricoeur's theory, education as a meaningful text waits for understanding and interpreting for teachers and students. Through the dialectics between“distinciation” and “arppropriation”, teacher and student in different history of effectives understand the structure of being and get fusion of horizons, and then“ent-wurf” themselves.
Through the approach of historical hermeneutics, this study aims at analyzing the textual hermeneutics of Paul Ricoeur and its entailments of education. Ricoeur argues that by the dialectics between“distinciation” and“appropriation” man understands truth and the structure of being himself. In terms of Ricoeur's theory, education as a meaningful text waits for understanding and interpreting for teachers and students. Through the dialectics between“distinciation” and “arppropriation”, teacher and student in different history of effectives understand the structure of being and get fusion of horizons, and then“ent-wurf” themselves.