論Immanuel Kant的想像力詮釋及其教育美學蘊義探究   免費試閱

On Immanuel Kant̕s Interpretation of Imagination Roles in Critical Philosophy and Its Implications on Educational Aesthetics

在西方哲學中，想像力觀點存在著「柏拉圖傳統」與「亞里斯多德傳統」兩種取向，但Immanuel Kant卻是第一位企圖將想像力觀點體系化的哲學家。與大量Kant教育哲學研究文獻相較，臺灣教育哲學研究仍鮮少注意Kant想像力觀點的教育價值。有鑑於此，本文之目的包括：一、探討Kant想像力觀點內涵及其立場轉折，亦即說明其曾主張想像力具有連結感性與理性之「中介」性功能，之後則是轉向嚴格先驗哲學的角度，將想像力、知性與感性三者並立，賦予想像力獨特之性質；二、對照Kant的三大批判哲學的架構，說明「生產性想像」、「再生性想像」、「圖式化想像」與「創造性想像」四種不同想像力功能之界定；三、進一步開展其教育美學蘊義，並評析Kant想像力理論仍待處理的課題。

In western philosophy, there are two approaches of “imagination interpretation”: One is “the Platonic tradition,” and the other is “the Aristotelian tradition.” Immanuel Kant was the first philosopher who wanted to establish a theoretical system of imagination perspective. Comparison with numerous research documents of educational philosophy, imagination roles in Kant’s critical philosophy were rarely considered by the Taiwanese educational philosophy community. Based on this context, the purposes of this paper are as follows: First, to inquire Kant’s ideas of imagination and the modification of his later stance. Initially, he regarded imagination as an intermediary role to link sensibility and rationality, but since this role would psychologize imagination, thus he later shifted his perspective to transcendental philosophy, which provided the imagination a unique character and equals with sensibility and rationality. Secondly, compared with Kant’s three critical philosophies, four different functions of imagination were distinguished: “productive imagination,” “reproductive imagination,” “schematizing imagination,” and “creative imagination.” Finally, this paper elaborated on the educational aesthetics of the basis of Kant’s imagination research, and made remarks on Kant’s problems for future studies.