Lyotard的「非人」觀及其在教育上的啟思

Lyotard's “Inhuman” and Its Implication on Education

本文旨在以Lyotard的「非人」(I'inhumain)概念來探討「人」這一個概念。本論文的焦點核心在於，經過了研讀Lyotard的法文原典以及國?對於Lyotard的教育研究後，本文發現國?主要都是以Lyotard反對「大敘述」的思想作為研究重心，但在Lyotard對於「人」的研究卻較少有所著墨。然而，Lyotard的思想並非只有侷限在此一概念，其對於「人」的分析，才是更加的凸顯其理論（以及法國當代的後現代思潮的重心）的核心焦點所在。現在主義限定了「人」必定是理性、進步及解放的確定性概念，本文發現，Lyotard的「非人」概念解構了現代主義對於人的這些確定性概念，並嘗試以另一種「不確定性」(I'incertitude)、「遊戲」(le jeu)的後現代觀點，來重新理解「人」這一個名詞；同時，Lyotard的「非人」也指出資訊社會中人主體的境遇：人的主體消解在電子語言中。透過這種對於人重新的認識，本文希冀能對於國?的教育能有所貢獻。

This article is an investigation of human from the standpoint of Lyotard’ s “inhuman”. By examining Lyotard’s work on this topic in French， and by studying Taiwan’s educational researches on Lyotard， this article finds that Taiwan’s educational researches on Lyotard focus more on the concept “grand narrative” but less on his thinking of human. However， Lyotard’s analysis of human is the main idea of his theory and contemporary post-modernism in Frence. After investigating the concept “human” from the standpoint of Lyotard’ s “inhuman”， the findings are as following: First， Modernism limits “human” in concepts such as “raison”， “progress” and “emancipation” . Lyotard’ s “inhuman” deconstructs these concepts in modernism. Secondly， with some concepts of post-modernism like “uncertainty”， “games”， Lyotard’ s “inhuman” allows us to re-apprehend human. Finally， Lyotard’ s “inhuman” points out that human has dissipated in the electronic language. With Lyotard’ s ideas of human ， this article hopes to make some contributions on Taiwan’s educational researches.