第七十輯．第二期（Open Access） - 2024-06-30

由J. Rancière知性解放觀點論教師的啟蒙實踐

Investigating Teacher’s Practice of Enlightenment From Jacques Rancière’s Perspective on Intellectual Emancipation

作　者：
郭展有 / Chan-Yu Kuo
關鍵字：
Rancière、知性平等、知性解放、啟蒙、普遍教學 / J. Rancière, equality of intelligence, intellectual emancipation, enlightenment, universal teaching
  • 摘要
  • 英文摘要
  • 參考文獻
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當代法國思想家J. Rancière於《無知的教師：知性解放的五堂課》（The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation）一書中，藉由重訪J. Jacotot的普遍教學，向我們展示了一不同於傳統教育論述的知性解放洞見。有別於讓無知者依賴有知者傳遞知識，藉以逐漸進步的模式，Rancière主張教師可從師生雙方具有平等知性的起點出發，使學生打破對高等知性的仰仗，並肯定自身為所有人所共有的能力。筆者於本文試圖將此觀點進一步扣連於「啟蒙」概念—基於I. Kant，特別是M. Foucault詮釋下Kant之「啟蒙」—來申論Rancière之教學見解，如何使教師在教學中，得以激發學生擺脫對自身知性能力運用的懶惰與怯懦，逾越由指導與被指導之配置結構所範限的當下，並以一種突破啟蒙辯證的方式，實踐「勇於求知」之啟蒙的格言。
In his book The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation, the contemporary French thinker J. Rancière presents a perspective on intellectual emancipation that differs from traditional educational discourse through a reexamination of J. Jacotot’s universal teaching. Unlike the model that relies on knowledgeable individuals imparting knowledge to gradually improve the ignorant, he advocates that teachers start from the equality of intelligence with their students. This approach allows students to break free from their dependence on higher intellect and affirm their capacity as something shared by all. In this article, the author attempts to connect this viewpoint with the concept of I. Kant’s “enlightenment,” particularly M. Foucault’s interpretation of this concept. The discussion explores how Rancière’s teaching perspective enables teachers to encourage students to overcome laziness and cowardice in the use of their intellectual capacities during the teaching process. It transgresses the current structure of guidance and being guided, practicing the motto of enlightenment, “Sapere aude!” in a way that breaks through the dialectics of enlightenment.

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