佛洛姆破壞性解析及其教育意涵

Abstract

人類之瘋狂、破壞與殘忍久為待解問題，對於破壞性之研究又常因不同學科取徑而陷入天性論與教養論、先天論與後天論、本能論與環境論之二元對立論辯。本研究採佛洛姆之觀點，針對人類破壞性問題，首先檢討天性論與環境論之典範缺陷，繼而引用「社會生物學」方法進行剖析，指明人類之破壞性可區分為基於本能、利於生存、合乎人道的「良性侵犯」，以及出自病態邪惡的「惡性侵犯」，後者才是真正引發人類生存危機的問題所在。人性的發展可能朝向熱愛生命、情感健全與獨立自主的「成長徵候群」，亦可能淪落痛恨生命、熱中死亡、自我倒退與盲從依賴的「衰滅徵候群」；佛洛姆析論當代社會之病態典型為虐待症、戀屍癖、自戀狂、與亂倫結四者，而精神病疫的原因不僅在於個人性靈失調，壓迫社會與偏差文化都將影響人類性格結構，利己心態、享樂主義與利用剝削將助長人類之市場性格，而異化之性格又將加深負面之社會文化。欲改善人類病態之毀滅性問題，本研究提出則以析論教育情境之破壞性成素，改善暴戾文化與病態類型之教師角色為務，進而建構健全完整富意義之教育措施，從而將教育與整體社會導向「成長徵候群」之理想境界。The madness, morbidity, and cruelty of human being have sustained complicated problems, but researches for such subjects often got confused in debates of Dualism about Instinctivism vs. Environmentalism. According to E. Fromm, both approaches must be comprehensive, and the method of “sociobiology” could be helpful. Men have two kinds of aggressions, one defensive, reactive “benign aggression”, and the other destructive, cruel “malignant aggression”. The latter, malignant-destructive aggression, counts for problems threaten our world. The growth of human nature could incline to the sanely living, healthy, and independent “syndromes of growth”, but also the dead, regressive, and blindly dependent “syndromes of decay”. The typical types of human morbidity in modern times are “sadism”, “necrophilia”, “narcissism”, and “incestuous tie”, however, wicked social culture stains human character and then the sickness reinforced. To solve the problem of destructiveness, this survey addresses conclusions as followed: to analyze the destructive elements of educational situation, improve the violent culture, and modify teachers classified in “syndromes of decay”. The revolution integrated in politics, economic, culture and education will lead to the ideal of “productiveness” all of the world.