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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/15470


    Title: 宗教情懷與生態思維-德國新人文主義情意教育理論詮釋
    Other Titles: The Religiositaet and Ecological Thinking-On the Theory of Emotional Education
    Authors: 馮朝霖
    Keywords: 德國新人文主義;情意教育;歌德;席勒;教養;宗教情;German Neo-humanism;Emotional Education;Schiller;Goethe;Bildung;Religiositaet;ecological thinking;Ehrfurcht
    Date: 1998-03
    Issue Date: 2008-12-17 10:34:45 (UTC+8)
    Abstract: 德國新人文主義（十八世紀末至十九世紀初）教育思想基本上為對啓蒙以來理性掛帥主智主義教育的一種超越與補充，席勒與歌德的教育思想構成了德國古典教育理論的重要基礎，尤其在美育／情意教育部份更永遠煥發異采，引人注目。本文以「宗教情懷」及「生態思維」兩個概念為核心，嘗試在後現代主義文化氛圍中，對歌德及席勒的情意教育理論作－扼要的詮釋。構成歌德及席勒情意教育理論特色的出發點乃是其「機體主義」的自然觀及人類圖像。自然及人性皆體現創生不已的宇宙生元(Entelechie)原則－追求形式與個性。藝術美感經驗作為文化主要形式被視為對自然美之詮釋，一方面昭示自然之奧秘，一方面則為達成人性中理性法則與感性衝動之和解協調；美感教育／情意教育因此具有人格教育(Bildung)之根本意義，最終則以彰顯無所不在的「神性」為鵠的。敬長(Ehrfurcht)作為情意教育之根本精神（敬天、畏地與尊人）實質地蘊含了深刻的宗教情懷及生態思維。德國新人文主義的情意教育理論與傳統中國人文思想有相通之處，在後現代文化氛圍中也有值得加以重新解讀的參考價值。 The pedagogical theory of the German Neo-humanism (from the latter half of 19th Century to 19th Century) is basically a kind of transcendence and compensation over the rationalistic domination of education since the Enlightenment. Pedagogical thoughts of Schiller and Goethe constitute the significant foundation of the German classical pedagogy, especially in the domain of aesthetic/emotional education. It always shines particular charm and causes people `s attention. This study would attend to draw a tentative interpretation of Schiller-and-Goethe`s theory about emotional pedagogy. The characteristic startpoint that constitutes the Schiller-and-Goethe`s thought about emotional education is their Holistic-Vitalistic viewpoint of the world-picture and human-picture. By them, both the nature and humanity (Humanitaet) equally manifest the principle of the ever-creative cosmic ”Entelechie”-to pursuit of ”Form” and ”Individuality”. The aesthetic experience as the significant cultural form is considered as the best interpretation of the beauty in the nature-to reveal the secret of nature on the one hand and to integrate the rational compulsion and sensory impulsion on the other hand. Accordingly, emotional education possesses the primal significance of personality edification (Bildung). And, to the last end, it would aim to manifest the universal existent ”Godness” (das Goettliche). Therefore, ”Ehrfurcht, as the fundamental spirit of emotional education contains substantially the subtle implication of the ”Religiositaet” and ”Ecological Thinking.”
    Relation: 清華大學通識教育季刊 5(1),85-102
    Data Type: article
    Appears in Collections:[Department of Education] Periodical Articles

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