師生關係的哲學探究-Hans Jonas責任倫理的觀點

Abstract

本研究旨在探討猶太裔德國哲學家Hans Jonas的責任倫理學(ethics of responsibility)，及其對師生關係(teacher-student relationship)的重要蘊義，兼採概念分析及詮釋學方法，來進行研究。本研究目的有下列幾項：1. 探討Hans Jonas「責任倫理學」的思想淵源；2. 分析Hans.Jonas「責任倫理學」的理論內涵；3.闡釋「責任倫理」對師生關係的重要蘊義。最後，綜合研究結果之結論，同時提出後續研究的建議。 Hans Jonas以存有論做為其責任倫理學的基礎，反對以人為中心的說法，進而提出生命自身就是有機體存在的最高價值與終極目的。人與自然不再是二元對立，而是有著絕對的親近性且相互依賴，兩者也都具有自身存在的目的。因此，就具有價值，而且這種價值是客觀的內在價值，向人類發出要為它的主體承擔責任的「應然」要求。他訴求一種具有未來性、非相互性、絶對的責任來保護自然及未來的世代。 綜合前述研究，本研究提出Hans Jonas的責任倫理思想於師生關係上之五 點啓發，以作為臺灣教育發展之參考。 一、教育關係是以愛為基礎，所以教師應愛護學生，且能照顧學生各方面的需求。 二、教師對學生應有「自然責任」(natural responsibility)，此責任非來自法律的規範，而像是父母對子女的天生自然責任。 三、從「父母責任」的角度，教師應不分等差的對待每一位學生，且不求學生的 回報。 四、教師進行任何活動應以價值作為導引，以知識為其內涵來發展教育內容。 五、以「恐懼啟發法」促使教師歸咎教育責任。Jonas的「恐懼啟發法」可以促 使教師意識到自己的教育行為事關重大、後果嚴重，從而使教師注意教育方 法和手段選擇的正當合理性，提高教師對自身教育行為的價值選擇能力和責 任擔當的自覺性。This study aimed to explore the ethics of responsibility proposed by the Jewish German philosopher, Hans Jonas, as well as its implications toward teacher-student relationship via conceptual analysis and hermeneutics. The research purposes were:(1) to examine the origin of Hans Jonas’ ethics of responsibility, (2) to analyze the concept of Hans Jonas’ ethics of responsibility, and (3) to illustrate the important implications of ethics of responsibility. Finally, conclusion of study results was summarized and suggestions were provided for future research.

Hans Jonas applied ontological explanation as the basis of ethics of responsibility. He objected to human-centric thinking and claimed that life itself was the supreme value and ultimate goal. Human beings and nature were no longer binary. Instead, they were close and dependent on each other, and they both had purposes of existence themselves. Therefore, both of them had value, and this is objective value, which called for the “ought” request of undertaking the responsibility for its subject. Hans Jonas demanded a prospective, unreciprocal, and categorical responsibility to protect nature and future generations.

Based on the above-mentioned studies, this paper maintained five points that Hans Jonas’ ethics of responsibility provided for the teacher-student relationship to serve as references for the development of education in Taiwan: 1.The educational relationship is based on love. Thus, teachers should love students and care for their needs. 2.Teachers should take natural responsibility for students. This kind of responsibility is like the parental and natural one rather than the one from regulations of laws. 3.From the angle of parental responsibility, teachers should treat every student equally without asking for paying back from students. 4.Teachers should guide students with values, applying knowledge to develop the content of education. 5.Utilize“the heuristics of fear” to trigger teachers to consider their responsibility of education. Jonas’ heuristics of fear allows teachers to realize their own educational behavior is significant. In this way, teachers will be aware of the rationality of their teaching methods, improving their ability of choosing values for their educational behavior and their consciousness of taking responsibility.