第五十四輯．第二期 - 2008-06-30

T. W. Adorno 的倫理學及其德育意涵

T. W. Adorno’s Ethics and Its Implications on Moral Education

作　者：
楊忠斌 / Chung-Ping Yang
關鍵字：
非同一性、抵抗、Adorno / non-identity, resistance, Adorno
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
國內學校傳統德育可說是一種德行取向的模式，對於媒體、政治與消費觀等 社會種種亂象並未積極加以關注。T. W. Adorno 立基於批判理論的傳統，對道德 問題進行了社會政治哲學的批判，值得加以重視。本文即在探究 Adorno 的倫理 學，並省思其在道德教育上的意涵。本文首先綜理 Adorno 對 I. Kant 與 G. W. F. Hegel 倫理學的批判，進而論述 Adorno 所主張的非同一性與抵抗之倫理學理論。 對 Adorno 而言，抵抗所有管制化世界對人們的宰制是倫理學的首要重點。雖然 Adorno 幾乎否定一切肯定性的規範，仍提出了自主、謙虛與愛的德行及一種儉樸 的生活觀。本文經由對 Adorno 理論的反省與評析，指出道德教育應在於培養自主 性人格、加強對媒體的批判能力、加強政治批判的能力、回歸儉樸生活與生態中 心觀，以及培育愛與同理心，期能提供國內未來實施道德教育時的參考。
Traditional moral education in Taiwan is a virtue-based model and fails to take care of social problems such as media, politics and consumer culture. On the basis of the Critical Theory, Adorno constructs a model of critical ethics by criticizing social and political problems, which provides valuable insights for education. This study aims to examine Adorno’s ethics and review its implications on moral education. First, the paper explores Adorno’s critique of Kant and Hegel’s ethics. Second, it analyzes the core ideas of non-identity and resistance in Adorno’s ethics. According to Adorno, ethics should be focused on resisting administered world. Although Adorno overwhelmingly negated all positive moral norms, he emphasized virtues of autonomy, modesty, love and simple living. According to the review of Adorno’s ethics, this article suggests guidelines for moral education in Taiwan, including cultivating autonomous character, promoting abilities of criticizing media and politics, returning to the style of simple living, adopting an eco-centric perspective, and fostering virtues of love and empathy.