Charles Taylor對「反結構」的詮釋及其在生命教育上的蘊義   免費試閱

Charles Taylor's Interpretation of "Anti-structure" and Its Implications for Life Education

人類原有多元的渴望與多元的能力，然而，現代社會卻過度重視競爭、經濟能力，並強調以「理性」作為獲得知識、與人相處、追求成就及穩定社會秩序的最重要依據。由此引發諸多個人及社會性的危機。是以，本文首先從 Charles Taylor（1931-）的理論分析出發，從「滲透性認同」（ porous identity）至「阻絕式認同」（ buffered identity）的歷史發展，來掌握紀律社會及現代文明之核心精神 ─「疏離理性」的概念及體現「反結構」的精神。其次，由於 Taylor指出此一轉變之關鍵元素，在於失去對於體現在「反結構」中古老智慧的認識。故本文於第二部分深入探究「反結構」的重要意涵及其變化。最後，作者指出紀律文明框架中的教育問題，並提出教育必須適時地跳出理性思維，給予教育參與者探索其生命意義，及恢復其存有之完整性的機會。為此，作者提出三點「反結構」作用在生命教育上的可能蘊義。

Human beings have diverse desires and multiple abilities. However, in contemporary society, general progress, economic and social success, and reason tend to be overemphasized, especially in educational systems. By analyzing C. Taylor's spiritual thoughts, this article attempts to shed light on the process of identity development— namely, the transition from a “porous” to a “buffered” identity. The latter is presupposed by “disengaged reason”, which is a central idea of disciplinary society and modern civilization. According to Taylor's argument, the crux of the development is losing insight of the wisdom that is embodied in “anti-structure”. Therefore, the author's concern in the second part of the article is the significance of and changes in “anti-structure”. On the basis of Taylor's spiritual thought, the author proposes several suggestions with regard to the practice of life education, which emphasize the need for educators to develop a mechanism that will release students' suppressed energies. This, in turn, will enable students to develop intimate relationships. In addition, the author focuses on the employment of liminal education to bring about new meanings and the role of “communitas” in restoring a sense of wholeness to students' identities.