Martin Heidegger(1889-1976)之技術觀與 其在教育上之啟示

Martin Heidegger’s Concept of Technique and Its Implications for Education

本文旨在以教育詮釋學法探究Martin Heidegger 對技術本質的分析，並以其技術 本質的分析為基礎，析論在現今的社會中，依然受到Gestell 的支配，而其所呈現出的 種種社會問題的癥結點在於人類以計算性的思考與周圍世界共存。藉由對這些社會現 象的描述，Heidegger 所提出的「沉思的思考」作為克服技術支配的開端，並由此延 伸出其在教育上之啟示。

The purpose of this article is to inquire into Martin Heidegger’s analysis of the nature of technology with the method of educational hermeneutics. Based on Heidegger’s analysis， I argue that even though human beings in the modern age， our societies are still manipulated by Gestell. The main point of social problems in our societies is that human beings use calculating thinking to live in this world. Through description of the following social phenomena， Heidegger proposes the perspective of contemplative thinking as initiation to overcome the domination of technology and provide insightful implications for education.